Period: Week: Teaching date: 23/8/2017 Class: 8/1 HƯỚNG DẪN SỬ DỤNG SÁCH GIÁO KHOA, TÀI LIỆU HỌC TẬP, PHƯƠNG PHÁP HỌC TẬP BỘ MÔN I Objectives - By the end of this lesson , Ss can know something about England - Helps sts understand sth about English and have the effective ways to learn it II Teaching aids - Book, planning, picture III Procedure A Class organization - Greeting - Checking attendance: B New lesson Sts’ and T’s activities Contents Warm up - Chatting: What aspects of learning - Listening… English you find the most difficult? Activities A- T asks sts some questions about - It located in North-west coast of Europe England with very mild weather not too hot but not - What you know about England? too cold T gives sts something about England and - It consists of four parts: England, Wales, English Scotland and Ireland - It’s official name is the UK - Each part has its own flag of UK -There are many interesting things of England and you’ll gradually know about them in the progress of learning English English is used all over the world in every aspect of life * English is an international language It’s the international language of every Sts work in groups to talk about England fields: communication,trade,economic, in Vietnamese cooperation B- Introduce the English book Student book and Workbook It consists of units - English is not too difficult but it requires your working hard - Focusing on vocabulary you come across Write sentence with the new words to understand more - Review the lesson everyday - Practise English everyday - How can you learn English well 5.Home work: Prepare for unit 1: My hobbies Period: Teaching date: 23/8/2017 Week: Class: 8/1 Unit 1: LEISURE ACTIVITIES Lesson1 - GETTING STARTED It’s right up my street! I.OBJECTIVES: By the end of this Unit, students can: • Use some vocabularies and structures to talk about school activities II PREPARATION : sub -board, pictures, cassette III TECHNIQUES: Matching, pair work, communicative approach III PROCEDURES: Teacher’s and students’ activities Activity 1: Warm up: eliciting questions -Ask Ss to look at the picture and answer some questions about the picture - Ask Ss to open their books to the picture - Introduce Mai, Phuc, and Nick Ask Ss to guess where they are and what they are doing For more able classes, brainstorm questions with Ss and write them on the board Questions may include: What can you see in the picture? Why you think Mai, Phuc, and Nick are there? What are they holding in their hands? What are they talking about? Can you guess what Mai, Phuc, and Nick like doing in their free time? E.g.: Who are they? What is Phong doing? Activity : Material presentation - Write the title on the board and ask Ss why it is a special day - Explain the meaning of “it'll take all my savings ” and ask Ss to guess what the picture might show or what the conversation might be about - Let Ss open their books and check their answers - Play the recording, Ss listen and read - Go through the list of activities mentioned Encourage Ss to explain what they are and to give examples - Ask Ss if they have done any of these activities, or if they know anyone who does these in their free time - Have Ss this task individually first, then compare the answers with their partner They should be able to - give ideas from the text that support their answers Content Mrs Nguyen, Phong, Vy, and Duy He’s having his breakfast I-Listen and read 1- Vocabulary - Check out tricks craft kit beads stickers wool buttons tools comics 2- Structures I love to watch him S + love + To- V I’ll enjoy listening to the melodies S + enjoyoy + V-ing Verbs of liking + To-V/ Ving 3- Some expressions it'll take all my savings : It won’t take me time to find it's right up your street! a Circle the correct answer bookstore book dog craft kit folk music Vietnamese b Which leisure activities you think Phuc, Mai, and Nick have? Tick the boxes Then find the information from the conversation to explain your choice Phuc Mai Nick pet training making crafts √ √ - Draw Ss' attention to the contexts when Mai said 'Check out this book' and Phuc said 'it's right up your street!' - Together with Ss elicit the meaning of these two expressions - To check out something means to examine something or get more information about it in order to be certain that it is suitable (or true, or safe) - If something is right up your Street, it is the type of thing that you are interested in or that you enjoy doing - Ask Ss for examples of something they can check out, and something which is right up their Street - For a more able class, ask Ss to make a 2-turn dialogue in which they use these expressions reading listening to music learning languages playing sports helping parents with DIY projects √ √ √ √ √ √ √ √ Learning tip DIY: Do It Yourself: Work on the house that you yourself without the help of experts, e.g painting a room, fixing the garden fence, building a dog house, etc c Answer the following questions: Key: l playing computer games playing beach games 3.doing DIY texting Activity : visiting museums making crafts T uses the desk-covering technique Complete the following sentences with + Six groups of students work in minutes words in the box Each member writes his/her answer on his/her square and the group’s answer in the middle of their sheet satisfied relaxing, exciting + T collects two sheets to stick on the board for fun checking The left ones are exchanged among the boring groups + T remarks and corrects + S follow and copy down GAME: CHANGING PARTNERS Activity : - Describe the leisure activity - This game can be done in groups of four or six, or - Say if you have done this activity or not as a mingle activity - Share your feelings about the activity - If your classroom is large enough, ask Ss to stand in two lines facing each other Each pair will talk Example: about P1: Last weekend we learnt to make car models - one activity for one minute When the time is up I love to this It's so much fun and T calls ọut 'Change!', they will move one step And I have finished it for a day I mean it doesn’t to the left/right to meet a new partner and talk take long time to fulfill How about you, Nam? about another activity P2: I played chess with my brother I tried my - Individually Ss read and tick the box best, but never won him - Then T lets them discuss in groups -T may ask why or why not they ticked this or that question -Allow Ss some time to write their sentences on a piece of paper, share them with the class or group VI- Homework: -Practice reading the dialogue -Write new words then draw a picture next to the word -Prepare A CLOSER LOOK Period: Teaching date: 25/8/2017 Week: Class: 8/1 Unit 1: LEISURE ACTIVITIES Lesson2 - A CLOSER LOOK I.OBJECTIVES: By the end of this Unit, students can: • Use the lexical items related to the topic “LEISURE ACTIVITIES” • Pronounce correctly the sounds /br / and /pr/ in isolation and in context II PREPARATION : sub -board, pictures, cassette III TECHNIQUES: pair work, communicative approach III PROCEDURES: Teacher’s and students’ activities Activity 1: - Ask Ss to work in pairs to examine the pie chart closely in order to understand its contents, including the - heading, subheadings, figures, colour codes, source, and notes - Allow enough time for this step - Do not give correction Then ask Ss to answer the questions that follow the chart - If necessary, T may elicit information by asking questions such as: What is the pie chart about? Where can you find the information? What the different coloured sections of the chart refer to? How are these sections calculated? What does the ‘Note’ tell you? What does the 'Source' tell you? - explain some new words - Let Ss work in pairs - Then check their answer Activity : -Have Ss work individually to complete the task -After giving corrective feedback, draw their attention to; the part of speech of the words mentioned (e.g relaxing comes from the verb relax with -ing added, and it refers to the activity) -Then introduce the concept of gerund (a noun made from a verb by adding -ing) - Give Ss some examples where a gerund is transformed from a verb and used as a noun - For a more able class, ask Ss to make their own sentences - Let Ss work in pairs They have to put the words in into groups - Then check their answer - Explain to them which words go with each verb Activity : - For a more able class, ask Ss to cover the category labels Have Ss look at the words and Content Look at the following pie chart on leisure activities in the us and answer the questions I- Vocabulary - total - leisure - communicate - averages - Socialize Key: In 2012, people in the US spent 5.1 hours a day on sport and leisure activities The main activities they did include watching TV, socialising and communicating, reading, participating in sports, exercise and recreation, using computers for leisure, relaxing and thinking The three most common activities were watching TV, socialising and communicating, and using computers for leisure Complete the table with information from the pie chart Name of activities verbs relaxing relax thinking think using use doing watching watch reading read socialising socialise communicating communicate Look at the words Match them to the category labels try to guess what these words have in common - T may elicit answers from Ss by asking questions, for example: What is the common verb we often use with these? How can we use this verb to describe the activity? Who we often these with? Where we often these? etc - Do not give correction at this step - Ask Ss to work in pairs to complete the task - Once they have finished and T has given corrective feed back, encourage them to add more words in each category - Tell Ss to the task individually - Call some Ss to write on the board - Then check their answers Activity 4: - Have Ss work in small groups - Allow them enough time to think about what their average day may look including study and work and how much time spend on leisure activities - If there is plenty of time on leisure, encourage them to calculate these times as percentages and put them in a simple pie chart similar to - Alternatively, this task can be done as a mingle activity - Have Ss write down how much time they spend on leisure in an average day, and the three activities they the most - Ss move around and talk with at least three other classmates to find out who spends most time on leisure and what the most popular activities in the class are in the class are - Ask Ss to write the three leisure activities about themselves in their notebooks, using the combinations above.( They can write as many sentences as possible) - Share their ideas with a partner Activity 5: - Have Ss work individually to complete this task Once they have finished, Ss work in pairs to compare their answers - Play the recording for Ss to check and then repeat - Pause the recording to drill difficult items - Ask Ss to add more words which contain these clusters - For a more able class, Ss may make sentences with these words and practise saying them Activity 6: - Have Ss practise the words with the dusters first - Then ask them to repeat the whole sentence Key: e d b 6.h f c a g How much time you spend a day on leisure activities? What are the three activities that you the most? Share your idea with a partner *Write sentences about yourself E.g I often listen to music, read book comics and play badminton after school I enjoy something interesting like doing sports: going swimming, playing basket ball or table tennis in my free time When I have free time, I love outdoor things just like going swimming, playing football or going camping ………………………………………………… II-Pronunciation Clusters /br/ and /pr/ Complete the words under the pictures with /br/ or /pr/ Listen to check your answers and repeat apricot bridge bracelet bread princess president present broccoli Listen and repeat - If time allows, ask Ss to cover their books and listen to the recording - If they hear the word with cluster /pr/ they have to raise up their left hand, if it is duster /b r/ they raise their right hand Audio script: She loves making apricot jam My dad likes making bread in his free time Hien is our club president Mai keeps all her bracelets in a beautiful box You will need a brush if you want to paint ỵour room This is a wonderful present Thanks so much! She loves making apricot jam My dad likes making bread in his free time Hien is our Club president Mai keeps all her bracelets in a beautiful box You will need a brush if you want to paint your room This is a wonderful present Thanks so much III- Homework: -Practice vocabulary and pronunciation of the sounds /br/ and /pr/ again -Make sentences with new words -Prepare A CLOSER LOOK Period: Teaching date: 29/8/2017 Week: Class: 8/1 Unit 1: LEISURE ACTIVITIES Lesson - A CLOSER LOOK I.OBJECTIVES: By the end of this Unit, students can: • Use the lexical items related to the topic “LEISURE ACTIVITIES” • Use the verbs followed by gerund and/or to-infinitive II PREPARATION : sub -board, pictures, cassette III TECHNIQUES: pair work, communicative approach III PROCEDURES: Teacher’s and students’ activities Activity 1: - Let Ss the task individually -T corrects their answers (and may call some Ss to say their answers separately) T gives explanation if necessary Activity : -Allow Ss to write the sentences in their notebooks, referring to interview - Call or Ss to write on the board - Check their answers - Then ask Ss to give the rule and use of gerunds and to-V -Let them study the grammar box -T can add something and give more examples if necessary Content Read the conversation in Getting Started again Underline verbs that are followed by a gerund Key: think I’ll enjoy listening to the melodies I liked reading Doraemon comics Stop reading comics! Tick the appropriate box Look out adore, love, like, enjoy, fancy don't mind dislike, don't like hate detest I- The gerund and infinitive a- Usage: If we want to follow a verb with another action, we must use a gerund or an infinitive We use gerund / to-V after “adore, love, like, enjoy, fancy, don't mind, dislike, don't like hate detest” without much change in meaning b- Formation: S + V +V-ing / To-V love followed by followed by both gerund only gerund! and to-infinitive √ √ 2.enjoy √ detest prefer √ √ fancy √ √ Write the correct form of the verbs Activity 3: - Ask Ss to refer to the conversation in Getting Key: making Started T can ask Ss to focus on the verbs used to watch / watching in gerunds skateboarding -Play the recording again and ask Ss to listen to learn /learning and follow the conversation on the page sitting -Ask Ss to underline the gerund form Activity 4: - Ss work in pairs - T goes round and corrects mistakes or gives help when and where necessary Write sentences about what you like or don't like doing in your free time, beginning with the following Then share what you have written with your partner I adore I love I fancy I don't mind I don’t like I detest Activity 5: Look at the following e-mail that Minh Duc -Have Ss study the example first wrote to his new pen friend -Then ask them to give the correct verb forms a) There are six grammar mistakes in his e-mail (Ask them to repeat the verb form in each enjoy → enjoy doing sentence, and read the whole sentences like have → like having correctly) mind to → mind doing -T may ask them to say why to use the gerund hate spend → hate spending form in each sentences love eat → love eating like b) Answer the questions Duc mentions activities in his e-mail play video games watch TV go to the park play football with my friends homework eat out with my family I think he enjoys playing video games the most Write a similar e-mail to tell your friend Activity 6: about your free time, using the verbs of liking -Ask Ss to the task by themselves or in pairs gerunds or verbs of liking + to-infinitive Swap -T correctly their mistakes your work with a partner and check mistakes Ss write an e-mail to tell their friends about their - activities that you like doing and not like own free time doing T corrects - activities that you enjoy the most Hi, my name's Nam Thanks for your email Now I’ll tell you about my activities in my free time I often play football with my friends I enjoy doing this very much! I sometimes help my parents too I homework every afternoon I hate watcthing TV all the eveing, but I love taking short works after dinner! On the weekend, I enjoy going swimming most It is so funny! III- Homework: Copy the email onto exercise notebook -Prepare communication Period: Teaching date: 29/8/2017 Week: Class: 8/1 Unit 1: LEISURE ACTIVITIES Lesson - COMMUNICATION I.OBJECTIVES: By the end of this Unit, students can: • Ask appropriate questions when making new friends at a new school II PREPARATION : sub -board, pictures, cassette III TECHNIQUES: pair work, communicative approach III PROCEDURES: Teacher’s and students’ activities Extra vocabulary Refer to any words in the Extra vocabulary box that Ss not ỵet know and ask Ss to trỵ to guess what the meaning is, and how that may relate to leisure activities Activity 1: Explain to Ss that they are going to read about some activities teenagers in their spare time - Have Ss cover the text and just look at the photos (with name and country) - Encourage Ss to guess what these students in the photos like doing as leisure activities Then set a reading time limit and have Ss speed read the text - Close books and play a memory game: dividing Ss into competing groups to tell how much information they can remember from the text - Motivate Ss by counting every detail they remember! - Do not check comprehension at this point Activity 2: - Ask Ss if they notice any other particular features of the text - Elicit answers from Ss by drawing their attention to the form of the text (e.g its layout and the abbreviation) - Explain that this is from a webpage and that - these abbreviations are informal language that is used Online and in texting messages Introduce the f.rst - abbreviation Then have Ss work in pairs to complete the task - Next encourage Ss to add to the 'netlingo' dictionary with any other abbreviations they know that are used Online - Ss may work in pairs to create their own mini dictionary, then ask other pairs to guess the meaning - If time allows, have Ss write short texts or messages in which they use these abbreviations and/or their newly added ones and send them to each other Activity 3: Have Ss work in pairs or small groups to complete the table Allow Ss to read the text more closely to fill in to complete the table Activity 4: - Have Ss work in pairs to put the leisure activities in the Content Extra vocabulary window shopping to be hooked on something to sound weird to be addicted to something Read the following article on the magazine 1-Vocabulary hanging out European Capital of Culture Drama Hook on addict The abbreviations: Other abbreviations used for Online chatting/texting URA * You are a start TA Thanks a lot SUP What’s up? SRY Sorry Rly really? PLZ Please … PLU Find information in the text to complete the table Who? What activity is mentioned? What does he / she think of it? text in order from the most interesting to the most boring - Once they have their list, form a bigger group of four and each1 pair shares their list with the other - Allow plenty of time for this activity where Ss are encouraged to discuss, give opinions, and negotiate with each other in order to agree on a mutual list Example: - playing football - hanging out with friends (window shopping) - working as a volunteer - cloud watching - going to community centre, - painting, dancing, - doing drama - helping his aunt in running cooking classes Emily • hanging out with friends (window shopping) • working as a volunteer Hang • cloud watching She loves it She adores it It's easy Linn • going to She loves it community centre, painting, dancing, • doing drama Minh • playing football He likes it • helping his aunt in running cooking classes Manuel • hanging out with It's fun friends (window shopping) • working as a volunteer Work with your partner and put the activities in in order from the most interesting to the most boring Then compare your ideas with other pairs III- Homework: - Write five sentences about your good friends -Prepare SKILLS 10 word is for each picture T checks as a class For more able Ss, have pairs write the descriptions of these people in the same style as activity Then put pairs together to read out their descriptions and challenge each other to guess the person, like in the quiz in 3./ T asks Ss to read the sentences and guess the part of speech of the word to be filled in each blank Have Ss call out their guesses Sswork individually Ask some Ss to write their answers on the board Check their answers as a class Pronunciation Explain to Ss that the prefixes un- and imare used to make adjectives (and adverbs) negative Explain to them that when these prefixes are added, the stress of the new word does not normally change Give some examples 4./ Play the recording for Ss to repeat the words Play the recording as many times as necessary Correct Ss' pronunciation, especially the stress Then have Ss mark the stress on the words by drawing circle above the stressed syllable 5./ Have Ss read out the words first Then they work in groups to put the words in the right columns Call on some Ss to write the answers on the board Confirm the correct answers / Have Ss work individually to write down the words Play the recording two or three times for Ss to check Key: chemist doctor software developer conservationist engineer explorer physicist archeologist Key: developments scientists exploration medical economic Key: oO un'wise im'pure un'hurt ooOo unfore'see n imma'ture impo'lite oOo un'lucky un'healthy im'patient oOoo un'limited im'possibl e un'natural Key: impure unhealthy impossible unlimited impatient Home work: Prepare A closer look Period: 36 Week: 31 Teaching date: 30/03/2016 Class: 8/1, 8/2 Unit 11: SCIENCE AND TECHNOLOGY LESSON: A CLOSER LOOK I/ Objective 119 After the lesson, sts can review the future tenses and sts can learn new grammar: reported speech II/ Teaching aids Lesson plan, text books, board, projector III/ Teaching procedure Teacher’s and students’ activities Contents  Warm up: Review future tenses: Put the verb in brackets into the correct tenses T asks sts to exercise 1: “Now the whole class, before we learn new lesson We review future tenses together” “Now, we exercise1” “ You have three minutes to this exercise 1” T asks sts to explain the answer “Can you explain your answer” T checks the answer Answer keys: will have will be working will she be won’t pass decide/ will support Work in pair Read the following predictions about the year 2040 and say whether you think it will happen T asks sts to exercise “ Next, we come to exercise I want you to work in pairs Read the following predictions about the year 2040 and say whether you think it will happen” “ You have one minute to di this exercise REPORTED SPEECH T introduces reported speech “ Today we learn reported speech” T explains reported speech In direct speech, we give the exact words somebody said, and we use quotation marks In reported speech, we give the meaning of what someone said, but with some changes and without quotation marks T gives example “ I have an example” T explains the reporting verb When the reporting verb (say or tell) is in the past, the verb in reported speech changes as follows: “If the verb is in the present simple in direct speech, we will change the verb into the past simple in reported speech.” T gives example Example: A: Email will completely replace regular email B: I think it will certainly/ probably happen Or It certainly/ probably won’t happen We will all be using flying cars Most people will live to be a hundred years old Robots will replace teachers The world will have one money system The Internet will replace books Example: Nam: “ I want to become a robot designer.” Nam said that he wanted to become a robot designer Present simple Past simple “I like sciences” 120 He said (that) he liked sciences “If the verb is in the present continuous in direct speech, we will change the verb into the past continuous in reported speech” T gives example “ If the verb is in the present perfect in direct speech, we will change the verb into the past perfect” T gives example Present continuous Past continuous “ I am staying for a few days” She said (that) she was staying foe a few days Present perfect Past perfect Example: “Nick has left” She said (that) Nick had left “ If the verb is in the past simple in direct speech, we will change the verb into the past simple or past perfect” T gives example “ If the verb is will in direct speech, we will change the verb into would in reported speech ” T gives example Past simple Past simple/ past perfect Example: “Nick left this morning” She told me (that) Nick had left that morning Will Example: “Man will travel to Mars” He said (that) man would travel to Mars Can “ If the verb is can in direct speech, we will change the verb into could in reported speech ” T gives example Would Could Example: “We can swim” They told us (that) they could swim “ If the verb is may in direct speech, we will May Might change the verb into might in reported speech ” T gives example Example: “We may live on the Moon” He said (that) we might live on the moon “ Now, the whole class In reported speech, I he/she pronouns and time and place expressions may we they change you I/he/she today that day here there this week that week tomorrow the following day/ the next day Yesterday the day before/ the previous day Last month the month before/ the 121 T gives example previous month Example: “I don’t have football today” He said(that) he didn’t have football that day “Well , my dad told me that only robots would work in factories and clean our home in the future.” “Our science teacher said that there would be no more school: we’d just stay at home and learn on the internet” 3.“Now, the whole class we come to exercises Look at the conversation in GETTING STARTED again Find and underline the examples of reported speech 4.Comple sentence b in each pair so that it means the same as sentence a, using reported speech Answer keys: 1.a Nick: “ I come from a small town in England.” b Nick said that he came from a small town in England 2.a My friend: “ Brazil will win the word Cup.” b My friend said that Brazil would win the Word Cup 3.a Olive: “Chau, I’m leaving Viet Nam tomorrow” b Olive told Chau that she was leaving Viet Nam the next day/ the following day 4.a David: “Catherine, I’m unable to read your writing.” b David told Catherine that he was unable to read her writing 5.a Minh: “ I overslept this morning.” b Minh said that he had overslept that morning Answer key Change the following sentences into reported speech, using the words given in brackets He said that he hadn’t said anything at the meeting the week before/ the previous week She told me that letter had been opened Tom said that in 50 years’ time we would probably be living on Mars Mi said she hoped they would build a city out at sea Son told us that his wish was to become a young inventor Example: A: I like writing code B: She said that she liked writing code GAME: My Friend Said Each of sts stand up or comes to the front of the class One says a sentence about himself/herself The other reports to class 122 Period: 37 Week: 32 Teaching date: 04/04/2016 Class: 8/1, 8/2 Unit 11: SCIENCE AND TECHNOLOGY LESSON 4: COMMUNICATION I Objectives: - By the end of the lesson, students can talk about inventors and their inventions - Students can use reported speech - Skills: speaking, reading, listening, writing II Teaching aids: - Books, projector, lesson plan III Procedures: Teacher’s and students’ activities Contents I Warm up Exercise 1: - Play a game: Matching game: Match - Thomas Edison: light bulb the inventors with their inventions - Sir A Fleming: penicillin - A.G Bell: the telephone - The Wright brothers: the airplane - James Watt: the steam engine - Mark Zuckerberg: Facebook - Tim Berners-Lee: the Internet II Presentation - Teacher introduces inventors and their - A: The invention of the airplane is very inventions and the usefulness of these important because it has changed the inventions way people travel and transport goods around the world - B: You are right But I think the invention of penicillin is more useful because it has saved lots of lives III Practice Exercise 2: Exercise 2: - Teacher asks students to work in groups of four Each group chooses an invention and finds the reasons why it is useful - Each group talks to the whole class and try to protect their ideas - The group which can protect their ideas at the end will be the winner Exercise 3: Exercise 3: Alexander Bell said that he had been - Teacher asks students to read the text born in 1847 in Scotland - Teacher asks students to pay attention Alexander Bell said that he had gone to what Alexander Bell said to the Royal High School - Teacher asks students to work in pairs Alexander Bell said that he had and report what Ha told her friend about always liked sciences, especially 123 Alexander Bell IV Production - Students work in pair, using the information given to play a role biology Alexander Bell said that he had gone to Edinburgh University, and then to the University of London Alexander Bell said that he had taught the deaf-mute in Boston, USA Alexander Bell said that he had invented the telephone quite by chance in 1876 when he made a mistake while doing an experiment Exercise 4: - Reporter: When were you born? - Tim Berners-Lee: I was born on June 1955 IV Homework - Practice using reported speech - Prepare for next lesson: Skills Period: 38 Week: 32 Teaching date: 04/04/2016 Class: 8/1, 8/2 Unit 11: SCIENCE AND TECHNOLOGY LESSON 5: Skills I Objectives: By the end of the lesson, students will be able to learn skills about reading and speaking about equipment II Teaching aids: - Books, projector, lesson plan III Procedures: Teacher’s and student’s activities Content 1) * key -Teacher calls students read the 1B 2A 3C headings quickly -Students to read the passages quickly and then match them with the headings -Students have minutes to read -Teacher calls students read the task quickly 2) Students read the task again and the 1D 2A 3E 4B 5F task individually Then students can check their answers in pairs -Teacher calls students read the 1.a reality A examine carefully to find out sentences from to more about something -Students copy in their books explore B used instead of something else 124 3.possibility C equipment that helps save energy replaced A thing that actually exists or happens anti- ageing pills E Something that is likely to happen Energy saving devices F Medicine that can prevent ageing 3) Key -Teacher calls students read the 1) To explore Mars/ to find out if there is, or question quickly -Students read the passages again and ever has been, life there/ to explore the then answer the question possibility of living there -Students have minutes to it 2) They help people live longer -Teacher corrects the answers 3) 70 or 75 years 4) Solar panels and solar windows 5) They can chores such as cleaning, cooking, washing, and organizing things SPEAKING 4) -Students work in pairs to think about advantages and disadvantages of equipment -Teacher encourages students to think of as many ideas as possible -Teacher moves around to give some cues and observe 5) -Teacher divides the class into groups of four -Each group talks about one of the fields in -Teacher calls students to read the example before they start -Teacher encourages students to use the phrase given in the Lookout! While students are talking IV)Homework -Read the text fluently -Practice with your friend about your equipment -Prepare skill 2: Listening and writing Period: 39 Week: 32 Teaching date: 06/04/2016 Class: 8/1, 8/2 Unit 11: SCIENCE AND TECHNOLOGY LESSON 6: Skill I Objectives: - By the end of the lesson, students can talk about inventors and their inventions - Students can use reported speech 125 - Skills: speaking, reading, listening, writing II Teaching aids: - Books, projector, lesson plan III Procedures: Teacher’s and students’ activities Contents Listening Key: b The benefits and drawbacks that /Have Ss read the three options Then advances in science and technology may play the recording and elicit the answer bring to people's lives from Ss 2./ Play the recording again, once or twice Ask Ssto listen carefully and tick the words/ phrases according to what they hear in the passage Keys: 3./ Play the recording again Tell Ss to take notes and write down the key words as they listen Then they answer the questions in writing or verbally Correct their answers as a class Writing Tell Ssto read the notes in the box carefully 4./ Have Ss read the sample paragraph Explain that the first sentence in the sample is the topic sentence which tells the reader whether the author agrees or disagrees with the statement The following sentences express the reasons The last sentence is the concluding sentence, which summarises the main points in the paragraph Now have Sswork in pairs to fill in the outline Check as a class Have Ss read the argument put forward Then work in pairs to make notes using the model in They must decide if they agree or disagree, give three supporting points, then conclude their argument Move around to provide help If time allows, have Sswork from their notes to write the paragraph in about 100 words Make sure that they use proper connectors first/ firstly, second/ secondly, and pay attention to spelling and punctuation T may Keys: High yields in farming will (help feed the growing population on earth) (We may be able to live) on other planets He says he likes the idea of having lessons at home with a robot, and on the Internet Yes,she does He thinks there will be many new problems 126 collect some Ss'work and mark them, then give comments to the class Otherwise, help Ssdevelop a good outline for their writing and write the paragraph as homework Remind Ssto bring their work to class in the next lesson Home work: Prepare for Looking back Period: 40 Week: 33 Teaching date: 11/04/2016 Class: 8/1, 8/2 Unit 11: SCIENCE AND TECHNOLOGY LESSON 7: Looking back I Objectives: - By the end of the lesson, students can review what they have learnt II Teaching aids: - Books, projector, lesson plan III Procedures: Teacher’s and students’ activities Contents Vocabulary 1./ S scan the task by themselves or Key: in pairs Correct as a class After that let scientific environmental some Ss read the sentences aloud developments discoveries 2./ Give Ssa few minutes to complete unnatural the word web T may give some cues/ examples: - Engineering - Medicine - Farming - Space exploration - Home life - Communication - Entertainment - Architecture - Energy – Leisure … Have Ss read out loud their answers 3./ Let Ss read the passage and complete Key: laboratory this exercise individually Lessadvanced benefits classes can complete this exercise in inventions pairs inventing science productive Grammar 4./ First let Ss repeat the rules of Key: changing the pronouns, the verb(s) and He said that they were doing an time and place expressions in experiment reported speech Have them tasks She told me that I had to sign the and in their notebooks Then call on paper again some Ss to read their Tam said that they had watched a 127 answers, sentence by sentence Correct their answers television documentary on the future of nuclear power They announced that the 10 o'clock flight to Kuala Lumpur would be an hour late Scientists said that in 50 years' time we might be living on the moon Kien said, "I missed/ have missed the train." Duong said, "I can run very fast." "I'll hand in the report tomorrow," Mia told me She said, "I'm reading a science fiction book about life on Venus." "I'll be a lawyer when I grow up," he told me Home work: Prepare for Review Period: 41 Teaching date: 11/04/2016 Week: 33 Class: 8/1, 8/2 REVIEW (1) I Objectives: - By the end of the lesson, students can review what they have learnt II Teaching aids: - Books, projector, lesson plan III Procedures: Teacher’s and students’ activities Contents LANGUAGE T can use this language review section Key: as an assessment tool Give Ss 30 uni'dentified minutes to the exercises then 'meaningful check the answers with the class T can un'suitable then provide further practice with areas 'paperless that Ss still find difficult a'bility Otherwise, T can conduct each activity im'mobile like a regular class activity, putting Ss 'wireless into pairs, eliciting ideas and answers, po'ssessive etc suc'cessful Pronunciation in'formative 1./ Review the rules of stress in words inte'ractive starting or ending in un-, im-, -iul, -less, im'possible -ity, and -ive with Ss as a class capa'bility Have Ss then mark the stress un'popular independently Play the recording Ss 'powerless listen and correct their answers 'colourless 128 Confirm their answers Ss listen again and repeat, in chorus and individually 2./ Ss work individually to complete the words in the sentences Then T plays the recording for Ss to check Vocabulary 3./ Ss the task individually and then share their answers with a partner Check Ss' answers 4./ Let Ss read the passage for two or three minutes Ask Ss what part of speech can be filled in each blank Elicit their answers Ss this exercise individually T may ask some Ss to write their answers on the board Correct as a class Key: colourless unidentified interactive capability S meaningful impossible Key: meet face-to-face fly into space make inventions S move round the sun exchange information benefit from science and technology Key: scientist chemistry inventor ambitious S.unhappy Invention Grammar 5./ Ss work individually and then compare their answers with a partner Call some Ss to read out their answers Confirm the correct answers 6./ Ss the task individually Have two Ss write the sentences on the board while other Ss the exercise at their desks Ss comment on the sentences on the board Confirm the correct ones Key: will be? to buy to read look S will be will appear to read will appear Everyday English 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 Home work: prepare for review 4(2) Keys: 1.D; 2.F; 3.E; 4.G; 5.A; 6.C 7.H ; 8.B Key: Lena said (that) she enjoyed chatting on the phone with her friends The teacher said (that) a communication breakdown might happen due to cultural differences Duong asked (me/ us) what the inhabitants of Jupiter might look like Chau asked (me/ us) if/ whether we would still have traffic jams in 30 years' time Phuc told me (that) he had read a book about life on other planets 129 Period: 42 Teaching date: 13/04/2016 Week: 33 Class: 8/1, 8/2 REVIEW (2) I Objectives: - By the end of the lesson, students can review what they have learnt II Teaching aids: - Books, projector, lesson plan III Procedures: Teacher’s and students’ activities Contents SKILLS Reading Keys: 1./ Have Ss read the passage one or two 1T times Clarify anything they not 2F understand fully T may have some 3F Ss read aloud sentence by sentence 4F Correct their pronunciation Then Ss 5T the exercises in pairs Correct 6T as a class Speaking 2./ Ss work individually first Have them Key: 1.C 2.B 3.A 4.A read all the five questions and think of 5.C the question that interests them the most Then Ss can spend a few minutes thinking about what they would like to say about the topic Then they form groups of about four Ss Have Ss ask and answer on their topics Encourage them to use the language they have learnt Go round and observe the groups Remember that the focus of the activity should be fluency, so don't expect Ss' accuracy to be high Praise Ss' efforts in communicating their ideas verbally Listening 3./ Before playing the recording, give Ss a minute to read the questions Check that Ss understand the phrases used Play the recording once or twice, or as required Ss listen and choose the correct answers Play the recording again for Ss to check their answers Writing 4./ Before writing, have Ss brainstorm ideas about the use of modern equipment 130 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 Ss 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 Give them time to the writing task Have Ss swap their work with their partner to check before going through some of the messages as a class Collect their work to check at home Home work: Prepare for test Period: 43 Teaching date: 18/04/2016 Week: 34 Class: 8/1, 8/2 Test Period: 44 Week: 34 Teaching date: 18/04/2016 Class: 8/1, 8/2 Unit 12: LIFE ON OTHER PLANETS LESSON 1: Getting started I Objectives: - By the end of the lesson, students can use the lexical items related to the topic 'Life on other planets' II Teaching aids: 131 - Books, projector, lesson plan III Procedures: Teacher’s and students’ activities Warm up Ask Ss to look at the picture and the heading What could happen to Earth? and answer the questions as a class: Where are Duong and Nhi? What are they doing? What might they be talking about? Now have Ss listen to the conversation without reading the text to see if their predictions were correct Follow up with the same questions a./ Play the recording and have Ss work independently Ss not read the conversation Play the recording once or twice Pause the recording at the appropriate places if Ss need help with comprehension Then allow Ssto share their answers with a partner before discussing as a class b./ First, ask Ss not to look at the conversation to answer the questions, then have them read the conversation again and check their answers If time allows, have them show where to find the answers in the conversation Contents Keys: F T F T F Key: James Kirk is the captain of the spaceship They went to Nibiru planet It happens in 2259 It's the name of the spaceship that the crew travels on He wants to destroy Earth c./ Ask Ss to look at the conversation again and underline the sentences in reported speech Have Ss read aloud the sentences Key: That's funny, Trang also asked me what I thought would happen to Earth in the future 2./I said I didn't know but that Earth might be run by aliens! 2./ Have Ss work in pairs to match the Keys: words with the pictures Then check aliens their answers Explain that UFO is an galaxy acronym, which stands for unidentified space buggy UFO flying object Afterwards, have Ss repeat spaceship solar system the words chorally weightless Correct their pronunciation if necessary planet Check their understanding if necessary 3./ Have Ss work independently to fill Key: 1.aliens the words/ phrases in the blanks, then weightless check with a partner Elicit Ss' answers 2.UFO 132 solar system space buggy galaxy planet; planet spaceship 4./ Ask Ssto play the game • Draw a word web with several circles on the board Elicit the words/ phrases in from the class and write them in the circles, one word per circle • When all the words/ phrases are written in the circles, give Ssone minute to remember the position of each word/ phrase • Now rub out the words as Sssay them out loud, leaving only the circles • Sswork in two big groups Ask them to take turns to fill in the circles with the correct words • The group that has more correct answers is the winner Home work: Prepare for A closer look Period: 45 Teaching date: 20/04/2016 Week: 34 Class: 8/1, 8/2 Unit 12: A closer look 133 ... which contain Quang, Quang’s parents, and Quang's teacher Role play: Free practice - Tell Ss that they can use the language in for their role Quang's parents:……………………………….… play and emphasise... talking about changes in his village and tick the changes he mentions Answer key: Electrical appliances in thehomes Means of transport School Visitors Exercise : Listen again and say if the sentences... bubble and combine it with the language in the Language notes - Ask for volunteers to demonstrate their short exchanges (Discuss any common errors and provide further practice if necessary Language