Professional Documents
Culture Documents
Recipes And Eating Habits: Thư viện pháp luật - Biểu mẫu - Tài liệu miễn phí
Recipes And Eating Habits: Thư viện pháp luật - Biểu mẫu - Tài liệu miễn phí
Period 55
UNIT 7: RECIPES AND EATING HABITS
Lesson 1: GETTING STARTED
G. Viet Nam
H. India
b. Fill each blank with the name of a dish
in 2.
Key:
- Tell Ss to complete the sentences with 1. Lasagne
the names of the dishes in 2. The 2. curry
complete sentences will give Ss 3. steak pie
information about these dishes. Call on 4. Fajitas
two Ss to write their answers on the 5. sushi
board.
4. Further practice
Aim: Ss can present how to cook how to prawn salad
Eg:
T guides Ss to talk about cooking prawn Hi every one! I am going to talk about
salad. cooking prawn salad.
Ss talk how to cook how to prawn salad In order to cook prawn salad, we need the
T corrects and remarks ingredients: prawns, salt, pepper, lemon
juice, mayonnaise, celery, spring onions.
Now, I will teach you how to cook
- wash the selery and spring onions
- boil the prawn until they are pink
- drain and peel them
- chop the celery and spring onions
- combine the prawn and celery in the bowl
- Add two tablespoons of mayonnaise, half
a pepper and some lemon juice.
- Mix all the ingredients well.
- Add the spring onion on top.
- cover the bowl and leave it in the fidge for
an hour.
- serve them
3. Guides for homework
- Learn the vocabulary by heart
- Talk how to cook how to prawn salad
- Prepare: A closer look 1.
- Find Verbs for preparing and cooking foods
- Find: kind of meat, foods which you have to peel, foods which are made from
milk, fruits which are red, vegetables which are green.
Period 56
UNIT 7: RECIPES AND EATING HABITS
Lesson 2: A CLOSER LOOK 1
2. Presentation
Aim: Ss can know how to read some food preparation verbs and know its meaning.
T uses images in computer to explain I. Vocabulary
some vocabulary words by writing verbs 1. Write a food preparation verb from
under the pictures (Ex1) the box under each picture.
Ss copy and repeat Key:
A. chop
B. slice
C. grate
D. marinate
E. whisk
F. dip
G. sprinkle
H. spread
3. Practice
Aim: Help Ss use the verbs correctly to talk about food preparation.
T asks Ss to work individually to use 2. Complete the sentences with the
words in part 1 to complete the sentences correct form of the verbs in 1.
and then compare their answers with a Key:
classmate. 1. chop; Slice
2. grates; sprinkles
Ss work individually and then compare 3. Marinate
their answers with a classmate. 4. whisk
5. Dip
T has Ss explain the meaning of each 6. spread
verb in English or Vietnamese. Correct
Ss’explanations when needed.
II. Pronunciation
5. Listen to the conversations. Draw ↷ or
- Now have Ss read the information in ⤻ at the end of each line. Practise the
the REMEMBER! box. Answer any conversations with a partner.
questions from Ss, and ensure that Ss Key:
understand the information. 1. A: What do we need to make a pizza?
B: A pizza base, some cheese, some bacon,
- Ask Ss to read through the three an onion, and an apple ↷.
conversations. Play the recording for Ss A: An apple ⤻?
to draw appropriate arrows to indicate B: Yes, an apple ↷.
the intonation of each sentence. Have Ss 2. A: What’s for dinner ↷?
compare their answers in pairs. B: We’re eating out tonight ↷.
- Call on some pairs to read the A: We’re eating out ⤻?
conversations out loud. B: Right ↷.
- Correct any mistakes. 3. A: I can’t eat this dish ↷.
B: Why not ↷?
A: I’m allergic to prawns ↷.
B: Allergic to prawns ⤻?
A: Yes, my skin turns red when I eat
them ↷.
6. Work in pairs. Complete the mini-
dialogues with suitable statement
questions.
Suggested answer:
1. You don’t like pasta?/Don’t like pasta?
4. Further practice
Aim: Ss can practise the mini-dialogues using the correct intonation
- Ask Ss to work in pairs to complete the Practise the mini-dialogues using the
mini-dialogues with suitable statement correct intonation.
questions. Call on some pairs to write
their answers on the board. Give
comments when needed.
- Have Ss practise the mini-dialogues
and act them out in front of the class
with the correct intonation.
- Ask other Ss to comment.
Period 57
UNIT 7: RECIPES AND EATING HABITS
Lesson 3: A CLOSER LOOK 2
3. Qualities: Ss will be more responsible for cooking for themselves and for their
family.
II. TEACHING AIDS
1. Materials: Textbooks, plan.
2. Equipment: computer, projector
III. PROCEDURE
1. Checking: During the lesson
2. New lesson:
Teacher’s and students’ activities The main contents
1. Warm up
Aim: To attract Ss’ attention to the lesson and to lead in the new lesson.
- Ask Ss to work in pairs to write down *Quantifiers: review
all quantifiers they know in two
minutes. The winner is the pair which
has the most answers.
2. Presentation
Aim: Help Ss review the quantifiers and Help Ss use modal verbs in conditional
sentences type 1.
T asks Ss to retell the way to use I. Quantifiers: a, an, some, any
quantifiers
Ss retell the quantifiers and give
examples
- Ask Ss to retell the use and the form II. Modal verbs in conditional sentences
of conditional sentences type 1. type 1
Ss retell the use and the form of If + S + V (present simple), S +
conditional sentences type 1 and give can/must/may/might/should + V (in-
example finitive).
3. Practice
Aim: Ss can do exercises about the quantifiers and Help Ss use modal verbs in
conditional sentences type 1.
- Have Ss do this exercise individually 1. Fill each blank with a, an, some, or any
and then compare their answers in pairs. Key:
- Tell Ss that when talking about recipes 1. a
people usually use food quantifiers and 2. a
that the Look out! box contains the most 3. some
common ones. 4. some/any
- Have Ss read the information in the 5. a
Period 58
UNIT 7: RECIPES AND EATING HABITS
Lesson 4: COMMUNICATION
2. Presentation
Aim: Help Ss know some ingredients and preparation for pumpkin soup
Ss talk
T corrects and remarks
2. Extra vocabulary
- cube (n)
T gives extra vocabulary - purée (v): make fruit or vegetables into a
Ss copy and read thick, smooth sauce, usually in a blender
- garnish (v): decorate a dish of food with
a small amount of another food
- tender (adj): soft or easy to chew
3. Practice
Aim: Help Ss listen to a talk about how to prepare the ingredients
Period 59
UNIT 7: RECIPES AND EATING HABITS
Lesson 5: SKILLS 1
• read for general and specific information about the eating habits of Japanese
people
• talk about the eating habits of Vietnamese people
1. Knowledge:
a. Vocabulary: favourite dishes and recipes for dishes.
b. Grammar: Conditional sentences type 1with modal verbs
2. Competences: Groupwork, independent working, pairwork, linguistic
competence, cooperative learning and communicative competence.
3. Qualities: Ss will be more responsible for cooking for themselves and for their
family.
II. TEACHING AIDS
1. Materials: Textbooks, plan
2. Equipments: computer, projector, loudspeaker
III. PROCEDURE
1. Checking: During the lesson
2. New lesson:
Teacher’s and students’ activities The main contents
1. Warm up
Aim: To attract Ss’ attention to the lesson and to lead in the new lesson.
- Ask Ss some question *Chatting.
- How often do you cook meals?
- What kind of food do you often cook?
- Do you think your dishes are good for
health?
- Can you tell me some healthy food and
unhealthy food?
…
2. Presentation
Aim: Help Ss understand some words related to Japanese eating habits.
I. Reading
T asks some questions related to the
dishes in the pictures in the book. (Picture
A: different types of sushi
Picture B: miso soup
Picture C: a bowl of rice
Picture D: sliced cucumber/pickled
cucumber).
Ss answer the questions 1. Vocabulary
arrange:
T gives some vocabulary words raw:
Ss copy and read component:
well-balanced:
longevity:
lortion:
horseradish:
avocado:
ginger:
2. Now read an article about Japanese
T asks Ss to read an article about eating habits. Match the headings (1-3)
Japanese eating habits with the paragraphs (A-C).
Ss read and match the headings (1-3)
with the paragraphs (A-C). Key: A. 3 B. 2 C. 1
T corrects and remarks
3. Practice
Aim: Ss can read for general and specific information about the eating habits of
Japanese people and answer the questions.
3. Read the article again and answer the
- Have Ss read the article again to answer questions.
the questions. Ss can underline parts of Key:
the text that help them with the answers. 1. They like raw food and do not use
Ask Ss to compare their answers before sauces with a strong flavour.
giving the answers to T. Ask them to give 2. They cut fresh fish.
evidence when giving the answers. 3. Both can be served with soy sauce.
4. There are four (rice, miso soup, main
dish(es), pickles).
5. Rice is the staple food and is very
nutritious.
6. Because the dishes are presented in
different bowls and plates, and are
arranged carefully according to a
traditional pattern.
4. ⇒
5. Vegetable and soup are two dishes that
always appear in a typical Vietnamese
meal; after a meal, we usually eat fruit for
desserts.
6. Yes, because we eat a lot of vegetables
and fruits.
4. Further practice
Aim: Ss can talk about the eating habits of Vietnamese people.
* Present your group’s ideas about
Vietnamese eating habits.
- Have one group of Ss act as examiners Eg:
and other groups as competitors. The Vietnamese food is varied and distinctive.
groups take turns to present their ideas. If Traditional Vietnamese cooking usually
there is not much time left, allow about uses fresh ingredients, little dairy and oil,
two or three groups to present. Invite and various herbs and vegetables.
comments Different sauces such as : fish sauce,
from the examiners. Give additional shrimp paste, and soya sauce are quite
comments. popular in various regions. A meal
consists of various dishes: main dish
(meat, fish, egg or tofu), vegetable, soup
and rice. Rice is the staple in Viet Nam. In
many families, people eat around a tray of
food with a small bowl of ¬ fish sauce in
the middle. Around this bowl are the
dishes.
Usually there is a bowl of each dish, and
people use chopsticks and spoons to get
their share.
In general, Vietnamese food is considered
healthy and is popular in other countries.
Period 60
UNIT 7: RECIPES AND EATING HABITS
Lesson 6: SKILLS 2
- Ask Ss to work in pairs. They ask and 4. Ask and answer questions about each
answer questions about each other’s other’s eating habits. Take notes of
eating habits, and take notes of their your partner’s answers in the table.
partner’s answers in the table.
After that give Ss a few minutes to read
their notes again to answer the questions
provided.
T should move around to give comments
as there may not be enough time for
checking with the whole class. 5 a. Write about your partner’s eating
habits. Include information about
- Ask Ss to write about their partner’s his/her meals, your opinion about
eating habits. When they have finished, his/her eating habits and possible
Ss exchange their writing to spot any changes.
mistakes. Have Ss share the mistakes with b. Exchange your work and give
the whole class. T may collect some Ss’ comments.
work to mark Sample writing:
at home, or T may ask them to rewrite the My friend, Trang, does not have healthy
exercise as homework. In this case, eating habits. She sometimes skips
remember to ask for Ss’ revised work in breakfast. When she has it, she usually
the next lesson. buys a hamburger and a soft drink from a
café near our school. For lunch, her
favourite is fried rice and deep-fried
chicken. The good thing is that she prefers
to have dinner at home. However, she
likes eating a lot of rice and fatty pork for
dinner. She rarely eats vegetables, but
loves fruits. I think Trang should change
her diet. First, if she wants to have more
energy for the day, she should never skip
breakfast. Second, she must reduce the
amount of fast food she eats. Also, eating
more vegetables would be good for her.
She should also eat less rice for dinner.
These changes will definitely keep her fit.
4. Further practice
Aim: Help Ss talk about the eating habits of a classmate
classmate
T corrects and remarks
Period 61
UNIT 7: RECIPES AND EATING HABITS
Lesson 7: LOOKING BACK - PROJECT
III. PROCEDURE
1. Checking: During the lesson
2. New lesson:
Teacher’s and students’ activities The main contents
* Warm up
Aim: To attract Ss’ attention to the lesson and to lead in the new lesson.
- Encourage students not to refer back to
the unit.
- Ask them to keep a record of their
answers to each exercise so that they can
use that information to complete the self-
assessment box at the end of the unit.
1.Vocabulary
Aim: Help Ss practice vocabularies related to eating habits
- Have Ss do this exercise individually 1. Match the words in A with their
and then compare their answers with a description or definition in B.
partner. Key:
- Call on Ss to read out loud their 1. d 2. e 3. g 4. b 5. a 6. c 7. h 8. f
answers. 2. Write a verb for a cooking method
under each picture. The first letter has
- Ask Ss to complete the words been provided.
individually - Check Ss’ answers as a Key:
class. If time allows, call on one or two Ss A. steam B. deep-fry C. stir-fry
to write their answers on the board. D. bake
E. roast F. grill G. simmer
H. stew
- Ask Ss to do this exercise individually. 3. Fill each blank with a word/phrase in
- Have some Ss read out their answers. the box. There is one extra word.
Confirm the correct ones. Key:
1. hamburger
2. sushi
3. deep-fry
4. steam
5. stew
2. Grammar
Aim: Help Ss review the conditional type 1
- Have Ss do this exercise individually. 4. Circle the correct answer.
- Check the answers as a class. T may ask Key:
Ss to explain their choice. 1. slice
2. sticks
3. any - some
4. bag
5. clove
6. bunch
5. Complete the sentences with your
own ideas. Use the modal verbs
- Ask Ss to write the sentences provided.
Period 62
UNIT 8: TOURISM
Lesson 1: GETTING STARTED
- Call on some pairs to read out the 2. It’s quite warm (warmer than in
questions and give their answers. Britain).
- Check their answers. 3. Visit the Alps, and climb Mont Blanc,
explore Paris, and go sightseeing in the
historic city of Versailles.
4. Eat frogs’ legs and snails.
5. She says ‘ Lucky you’ when Nick says
he can make his own decisions.
3. Practice
Aim: Help Ss use some vocabularies related to tourism
2. Collocation: Which word goes with
- This activity is aimed at giving the which list below?
collocations of common words related to Key: 1. holiday 2. resort 3. tour 4. trip
the topic of travelling and tourism. Let Ss
work in pairs first. Check their work,
then let them read and remember each
collocation. 3. Fill each blank with a word/phrase
- This exercise is a revision of words and from the list.
phrases from previous lessons. Key: 1. seaside resort 2. souvenirs
- Let Ss work individually to do the task. 3. destination 4. in advance
- Check their answers. If time allows, call 5. delayed 6. luggage
on some Ss to read the passage with the 7. accommodation 8. price
correct answers.
4. Further practice
Aim: Help Ss know some interesting place
* QUIZ
- For 1, 2, and 3: let Ss do them Give the names of the following. Choose
individually and check their answers. one and talk about it with a partner.
Praise good ideas. Key:
- For 4, 5, and 6: let Ss work in groups. 1. Da Nang City
When they finish, ask some Ss to give 2. The Great Wall of China
their groups’ answers to the. Check and 3. Jeju Island
give comments.
Period 63
UNIT 8: TOURISM
Lesson 2: A CLOSER LOOK 1
2. Presentation
Aim: Help Ss know some tourism vocabularies and how to use compound nouns
I. Vocabulary
1.1. Tourism vocabulary
T explains some tourism vocabularies - Trip (n): short journey to a place
Ss listen , remember and practice - Tour (n): a journey, usually for pleasure
to visit different places.
- Expedition (n): an organized journey to a
place that is not easy to reach.
- Excursion (n): short journey usually
made for pleasure often by a group of
people.
- Resort (n): a place where a lot of people
go on holiday.
- Book (v): to arrange to have a seat, room,
…. at particular time in the future.
- Travel (v): the activity of moving from
one place to another.
- Guide(n) : A person whose job is
showing a place or a particular route or
visitors
- Reasonable (adj): not too expensive.
II. Pronunciation
T explains: Tones in asking for Tones in asking for information
information
Ss listen and remember Finding out question: ↷ (falling tones)
Making sure question: ↷ ⤻ (falling -rising
tone
Martin: Oh my God.
Janet: What should I do now ↷?
…
4. Further practice
Aim: Help Ss talk in real situation
- Fill in the blank:
T has a five- minute test touchdown mix-up jet lag
Ss do it peak season Checkout pile –
T hangs on their paper up book
1. You can’t go through the …… without
paying.
2. To travel to Ha Long Bay in…………,
you should ………….. hotel room in
advance.
3. My mom is a fraid of travelling by air
plane because of the ………….. during the
flight.
4. ……………is a road accident involving
several vehicles crashing into each other.
5. …………..is a situation that is full of
confusion, especially because somebody
has made a mistake.
6. The pilot alerts the passengers to fasten
their belt because he will be forced to have
an immediate ………………in a few
minutes.
* Keys
1. Checkout
2. peak season…book
3. jet lag
4. pile –up
5. mix-up
6. touchdown
Period 64
UNIT 8: TOURISM
Lesson 3: A CLOSER LOOK 2
T asks Ss to retell the Articles a/an, the 1. Articles a/an, the, or zero article (Φ)
Ss retell the Articles a/an, the * A/An: Indefinite article
T asks Ss to read part : “Remember” - used before countable singular nouns.
Ss read and remember. - used to mean: (any, every)
- Explain carefully the uses of a, an, the, - used to talk about something that the
and zero article in the REMEMBER! box. listener or the reader doesn’t know about
Give more examples if need be. yet.
- used to describe what something or
someone is.
- Whether we use “a”, “an” depends on
the sound, not the spelling.
* The : definite article
- When the listener or reader knows what
the speaker or writer is talking about
- When the speaker specifies what or
who they are talking about
- with things that are the only ones
around us or that are unique.
- when we refer to the word around us or
things that we all know about.
* Zero article
- with plural or uncountable nouns when
we are talking about things in general.
- with meals, months, days, and special
times of the year.
- with most names of people and places
(most countries, states, and cities)
- with geographical areas, lakes,
mountains and islands.
3. Practice
Aim: Help Ss use a, an, the and zero article correctly and appropriately
2. Exercises
T has Ss work individually to complete Ex1. Complete the text with a/an, the,
the task. Then have them compare their or zero article (Φ)
answers with a partner’s. Give the correct Key:
answers and explain the use of a certain 1. a 2. the 3. the
article in some cases. 4. the 5. The 6. Φ
7. The 8. Φ 9. Φ
10. The 11. Φ 12. Φ
13. the 14. an
T has Ss work individually to make Ex4. Make full sentences from the
sentences from the words/phrases, and words/phrases, adding articles as
write them down. Tell Ss to pay attention needed. Then mark them as true (T)
to the use of articles in their sentences. or false (F).
Then they work in pairs to check each Key:
other’s work, and 1. The original name of Ha Noi was Phu
discuss which of the sentences are true, Xuan. F
and which are false. 2. The most famous Egyptian pyramids
are found at Giza in Cairo. T
3. There is a city called Kiev in America.
F
4. My Son, a set of ruins from the
ancient Cham Empire, is a UNESCO
World Heritage Site. T
5. English is the first language in many
countries outside the United Kingdom. T
4. Futher practice
Aim: Ss can say about your hometown as a tourist attraction.
Period 65
UNIT 8: TOURISM
Lesson 4: COMMUNICATION
if needed.
2. Presentation
Aim: Help Ss know some vocabularies
- Write the words and phrase from the *Extra vocabulary.
Extra vocabulary on the board. Ask more - breathtaking (adj.): very surprising,
able Ss to explain them, or give the exciting and impressive
Vietnamese equivalent. Otherwise, - affordable (adj. from the verb afford):
explain them yourself. not expensive, cheap enough for you to
buy
- not break the bank: an idiom used to
say that sth won’t cost a lot of money, or
more than you can afford:
- Have Ss quickly read the information We can go to Thailand for a holiday if
about tourism in Viet Nam. Then tell them you want – that won’t break the bank!
to look at the pictures and read what these
foreign visitors say about their choice of
Viet Nam as a holiday destination.
3. Practice
Aim: Help Ss practice discussing a place/country you would like to visit on
- Put Ss in groups of five or six. Have 1 a. Read the following information
them discuss the visitors’ opinions in 1a. about tourism in Viet Nam.
Ss may or may not agree with these
opinions. Ask for the class’s agreement by
a show of hands for each tourist’s opinion.
If any b. Work in groups. Discuss the visitors’
Ss do not agree, ask them to explain why. opinions above. Do you agree?
Then let each of Ss add two more reasons Add two more reasons to the list.
to the list. T may give some cues: Cues: - cultural diversity
- Have Ss read the facts about the top-ten - beautiful beaches
most visited countries. Ss work in pairs - easy and various means of transport
and complete the table by writing one or - traditional festivals
two famous things that visitors can see or - natural beauty
do in each country (but the more the ...
better). 2. These are the top-ten most visited
- Have them write on a large sheet of countries according to the figures
paper. As Ss have already prepared for published by the United Nations World
this, it will not take much time, so give Tourism Organisation (UNWTO).
them a few minutes only. After each pair - Work in pairs. Complete the table by
finishes, they swap pairs. Continue until writing one or two famous things that
they have filled visitors can see or do in each country.
all the ten countries.
Period 66
UNIT 8: TOURISM
Lesson 5: SKILLS 1
2. Presentation
Aim: Help Ss read for general and specific information about a tourist attraction: Son
Doong cave
I. Reading
T asks Ss to name some famous caves in 1. Name some famous caves in Viet
Viet Nam and in the world (that they have Nam and in the world.
prepared already for homework). REFERENCE:
• Famous caves in Viet Nam:
- Phong Nha Cave
- En Cave (hang Én)
- Thien Duong Cave
- Sung Sot Cave (hang Sửng Sốt – Ha
Long Bay)
- Tam Coc – Bich Dong (Ninh Binh)
…
• Famous caves in the world:
- Deer Cave (Borneo, Malaysia)
- Onondaga Cave (Missouri, USA)
- Gouffire Berger Cave (France)
- Reed Flute Cave (Guilin, China)
- Fingal’s Cave (Scotland),
- Cave of Crystals (Mexico)
3. Practice
Aim: Ss can talk about their choices of holiday
II. Speaking
- Let Ss talk about the experiences they 3. Which would you like to do most on
have had when travelling or going on holiday?
holiday Tick (√) one thing in the list.
- Have Ss study the list of holiday ideas.
T may ask Ss what they think about these
ways of spending one’s holiday and
whether they have done any of them.
Then let them choose one thing from the
list.
4. Work in groups. Talk about one of
- Put Ss in groups of five or six. Tell your choices, trying to persuade your
them to refer to the three things they have group to join you.
ticked in 3. Let them choose one and
prepare to talk about it. Eg:
I’d like to go on a wildlife safari to
- While Ss are talking, T goes around to Kienya as I’m very interested in the
give assistance if necessary. When Ss natural world and wildlife preservation.
have finished, T may have one or two of You can experience wild animals in their
them present to the class. The class can natural habitate – elephants, hippos,
give comments. Praise them for their cheetahs, and lions….
efforts.
4. Further practice
Aim: Ss can talk about a place which they have visited last summer
T asks Ss talk about a place which they Eg: Hello, I am going to talk about a place
have visited last summer which I visited last summer. It is ........
Ss talk about a place which they have
visited last summer
T corrects and remarks
Period 67
UNIT 8: TOURISM
Lesson 6: SKILLS 2
2. Presentation
Aim: Help Ss listen for specific information about the benefits of tourism to an
area/country.
- Play the recording one or two times. I. Listening
Clarify anything which is unclear or 2. Listen to the lecture and tick (√)
difficult. Ask Ss to listen carefully true (T) or false (F).
and tick T/F as they hear answers in the Key:
lecture. For less able Ss, T may play the 1. T 2. T 3. F 4. T 5. T 6. F
recording again, or as many times as
needed.
3. Listen again and choose the correct
- Play the recording again. Tell Ss to pay answer
special attention to the last sentence of the Key: C
lecture. Then they choose the correct
answer as required.
- T corrects as a class.
3. Practice
Aim: Help Ss write a paragraph about the negative effects of tourism on an
area/country
II. Writing
Choose one negative e ect that you
- Have Ss work in groups and discuss the have discussed above and write a
negative effects of tourism on their locality paragraph about it. Make sure you use
(if possible), or on our country. Tell them the right connectors.
to study the prompts given, and give some Sample writing:
more if possible. One of the drawbacks of tourism is the
damage to the environment of a country
- Tell Ss to recall any of their previous or area. In the first place, tourists use a
work about the negative lot of local resources such as water, food,
effects/disadvantages of something. Let energy, etc., and this puts pressure on the
them choose one negative effect that they environment. Secondly, there is the
have discussed in 4 and write a paragraph problem of pollution. Many cities and
of about 100-120 towns become overcrowded with tourists,
words about it. When they have finished, with all their vehicles causing traffic
tell them to swap their writing and check jams as well as air and noise pollution.
each other’s work. Another bad effect of tourism is the
- T may collect some Ss’ writing papers destruction of the wildlife in some
and mark them, then give comments to the places. The habitat of wild plants and
class in the next lesson. animals is lost because of the building of
- If time doesn’t allow, have Ss make an tourist resorts, and by visitors’ activities.
outline in class, and then write the full In short, the development of tourism has
version as homework. bad effects on the environment.
T checks in the next lesson.
4. Further practice
Aim: Ss can talk about negative effects of tourism on a region or country
T asks Ss to talk about the negative effects Talk about the negative effects of
of tourism on an area/country. tourism on a region or country.
Ss talk about the negative effects of The following ideas may be helpful to
tourism on an area/country. you.
T corrects and remarks Eg:
Hi. I will talk about the negative effects
of tourism on a region or country.
3. Guides for homework.
- Revise the writing.
- Prepare next lesson: Looking back - Project.
Period 68
UNIT 8: TOURISM
Lesson 7: LOOKING BACK - PROJECT
4. Project
Aim: Help Ss practice making project
- Have Ss read the advertisement for a
holiday in Italy. Tell them to underline An advertisement or a tourist attraction
the features that may attract tourists and 1. Read the following advertisement for
make them want to visit the country. a
- Have Ss work independently, then holiday in Italy.
exchange their work with a partner. Elicit
Ss’ answers. Explain to Ss that in order to 2. What are good ways to write an
make a good impression on tourists, they advertisement? Put a tick ( ).
have to introduce the characteristics of a Key: 1 , 2, 4, 6
landmark/ place in a brief but positive and
enjoyable way.
- Tell Ss to think of a place in their
locality or neighbouring area to introduce
to tourists: it may be a museum, a craft 3. Write a short advertisement for a
village, a workshop, a temple, a church, tourist attraction in your area.
an ancient house, a wood/forest, a lake, or
simply a nice paddy field.
- Ask Ss to write their advertisement out
of class. Tell them to refer to the
advertisement in 1. They can also refer to
exercise 1 in LOOKING BACK for a
good way to write an advertisement. In
the next lesson, have them present what
they have written to the class. The class
gives comments and praise.
3. Guides for Homework.
- Complete the project.
- Prepare next lesson: Unit 9 – Getting started.
Period 69
UNIT 9: ENGLISH IN THE WORLD
Lesson 1: GETTING STARTED
- Use the lexical items related to languages and language use and learning.
- Interact a conversation about English language.
1. Knowledge:
a. Vocabulary: vocabulary related to languages and language use and learning.
b. Grammar: Conditional sentences type 2, Relative clauses.
2. Competences: Groupwork, independent working, pairwork, linguistic
competence, cooperative learning and communicative competence.
3. Qualities: Ss will be more responsible for studying English.
II. TEACHING AIDS
1. Materials: Textbook, plan
2. Equipment: computer, projector, loudspeaker
III. PROCEDURE
1. Checking: During the lesson
2. New lesson:
Teacher’s and students’ activities The main contents
1. Warm up
Aim: To attract Ss’ attention to the lesson and to lead in the new lesson.
*Chatting.
T asks some questions - Do you like English?
Ss answer the questions - Is English easy or difficult?
- How many English words do you know?
- Can you tell me some English words that
can operate as a noun, a verb and an
adjectives?
- What is the longest word in English
which has only one vowel?
.....
2. Presentation
Aim: Help Ss use the lexical items related to languages, language use and learning
and interact a conversation about English language
1. Listen and read.
T asks some questions about picture * Questions:
Ss answer the questions Where are Duong and Vy?
T asks Ss to guess what the topic of the Who is standing at the board?
conversation is and where it takes place. What are they talking about?
- Ask Ss to tell about the English club
they have taken part in: Do you take part in an English club?
When is it? Where is it?
- Ss work independently, and then share 3. Match the beginning of each sentence
their answers with one or more partners. (1-6) to its ending (a-f).
- Ask for translation of the Key:
words/phrases in the table to check their 1. f 2. c 3. a 4. b 5. e 6. d
understanding.
4. Further practice
Aim: Ss can interact real situation
- First, model this activity with a more *Ask and answer questions about the
able student. Then ask Ss to work in English language using the information
pairs. Go around to provide help. from3.
- Call on some pairs to practise in front Eg:
of the class. A: How many countries around the world
use English as their first language?
B: At least 75 countries
Period 70
UNIT 9: ENGLISH IN THE WORLD
Lesson 2: A CLOSER LOOK 1
2. Presentation
Aim: Help Ss use the lexical items related to languages and learning language
1. Vocabulary
T uses exercise 1 to explain the Bilingual
vocabulary. Fluent
Rusty
Pick up a language:
Reasonably:
Get by in a language:
(Key:Ex1
1. b 2. e 3. a 4. d 5. f 6. c)
3. Practice
Aim: Help Ss do exercises and identify the correct tones for new and known
information and say sentences with the correct intonation
- Ss do the exercise individually. Check Ex2. Choose the correct words in the
their answers as a class. following phrases about language
Confirm the correct answers. learning.
Key:
2. at 3. by 4. in 5. of 6. bit 7. up
2. Pronunciation
- Play the recording and ask Ss to listen Tones in new and known information
and repeat the sentences, paying attention 4. Listen and repeat, paying attention to
to whether the voice on the underlined the tones of the underlined words.
word in each sentence goes up or down. T 1. A: I’d like some oranges, please.
may play the recording as many times as B: But we don’t have any oranges ⤻.
necessary. 2. A: What would you like, sir?
- Explain the rule in the REMEMBER! B: I’d like some oranges ↷.
box and ask some Ss to give some more 3. A: I’ll come here tomorrow.
examples. B: But our shop is closed tomorrow ⤻.
4. A: When is your shop closed?
B: It is closed tomorrow ↷.
5. Listen to the conversations. Do you
think the voice goes up or down at the
- Play the recording and ask Ss to listen to end of each second sentence? Draw a
the conversation, paying attention to suitable arrow at the end of each line.
whether the voice of each second 1. A: Tom found a watch on the street.
sentence goes up or down. Ask some Ss B: No. He found a wallet on the street ⤻.
to give their answers and then play the 2. A: Where did Tom find this watch?
recording again B: He found it on the street ↷.
for Ss to listen, check and repeat. T may 3. A: Let’s have some coffee.
play the recording as many times as B: But I don’t like coffee ⤻.
necessary. 4. A: Let’s have a drink. What would you
like?
B: I’d like some coffee ↷.
5. A: This hat is nice.
B: I know it’s nice, but it’s expensive ↷.
6. A: This bed is big.
B: I know it’s big but that one’s bigger ⤻.
6. Read the conversation. Does the voice
go up or down on the underlined
words? Draw a suitable arrow.
A: What make of TV shall we buy?
B: Let’s get the Samsung ↷.
- First, ask Ss to work in pairs to practise A: I think we should get the Sony. It’s
reading aloud the conversation and really nice.
identify whether the voice on the B: (trying to persuade A to buy a
underlined word in each sentence goes up Samsung) But the Samsung is nicer ⤻.
or down. Then play the recording. Ss A: But the Sony has a guarantee.
listen and draw suitable arrows. T may B: They both have a guarantee ⤻.
pause after each sentence and ask them to A: How much is the Sony?
repeat chorally. B: It’s $600 ↷.
- Correct their pronunciation if necessary. A: It’s too expensive ↷.
B: I know it’s expensive, but it’s of
better quality ⤻.
4. Further practice
Aim: Ss can make sentences using words they have learnt and interact real situations
Period 71
UNIT 9: ENGLISH IN THE WORLD
Lesson 3: A CLOSER LOOK 2
2. Presentation
Aim: Help Ss review conditional sentences type 2
I. Conditional sentences type 2
T retells the way to use and form
by analysing the example. Eg:
Ss listen and copy If there weren’t so many words, It would
be easier for us to master it
- Then ask some Ss to give some
examples to illustrate their understanding.
Ss give some examples
1. who/that
2. where
3. whose
4. when/that
5. whom/who
6. Why
Ex 6. Rewrite these sentences as one
sentence using a relative clause.
- Have Ss work independently to do Key:2. Parts of the palace where/in which
exercise 6. the queen lives are open to the public.
3. English has borrowed many words
- Ask them to share their answers with a which/that come from other languages.
partner. Ask some Ss to say their answers 4. I moved to a new school where/in
aloud. which English is taught by native
- Give comments, and make any teachers.
corrections. 5. There are several reasons why I don’t
like English.
6. The new girl in our class, whose name
is Mi, is reasonably good at English.
4. Further practice
Aim: Ss can write sentences about yourself.
T asks Ss to write sentences about * Write true sentences about yourself.
yourself. Then share them with your partner.
Ss write sentences about yourself.
T corrects and remarks Eg: How many things do you have in
common?
Period 72
UNIT 9: ENGLISH IN THE WORLD
Lesson 4: COMMUNICATION
2. Presentation
Aim: Help Ss make notes about themselves
- Ask Ss to work independently, making 1. Make notes about yourself.
notes about themselves by answering the
questions in the table in1.
3. Practice
Aim: Help Ss Interview to build up an English learner profile
- Now ask Ss to work in pairs, taking turns 2 Work in pairs. Take turns to ask and
to ask and answer the questions in 1. answer the questions in 1. Make notes
Remind them to make notes on what their about your partner. How many things
partners say in the table in1. Then ask do you have in common?
each of them to identify how many things
they
have in common with their partners.
4. Further practice
Aim: Ss can interact real situation
- For a change, have Ss role-play in pairs. . Work in groups. Tell your group the
One student is a reporter, and the other is a things that you and your partner have
student. The reporter is gathering in common.
information about learners of English. Ask Ex:
for volunteer pairs to role-play in front ‘One thing we have in common is that we
of the class. In this case, Ss should focus both want to study English at an overseas
on only three of the questions from the university. I’m interested in going to
survey. Make sure Ss don’t simply read Australia and Mi is interested in the US.’
from their books – they should be in
character. Give them lots of
encouragement.
- Now put two pairs together to work in
groups of four, reporting on the things that
they and their partners have in common. T
moves around the class to listen to the
discussions and provide help only if
necessary.
- Call 1 or 2 Ss to present their findings in
front of the class. Whole-class discussion.
Period 73
UNIT 9: ENGLISH IN THE WORLD
Lesson 5: SKILLS 1
2. Presentation
Aim: Help Ss Read for general and specific information about English as a means of
international communication.
- Now open the books and ask Ss to scan 1. Read the following text about English
the text to find the words: settlement, as a means of international
3. Practice
Aim: Help Ss talk experiences in learning and using English
T asks Ss to list of ways to improve your * List of ways to improve your English.
English. - Taking tests
Ss list of ways to improve your English. - Listening to songs in English
- Reading English book
- Now in small groups, Ss compare their - Watching English film
lists and explain their order to group …..
members. Go around to provide help. Call
on some Ss to present their top three
methods and the reasons for it. Other
groups listen and give comments.
4. Further practice
Aim: Ss can interact real situation
Period 74
UNIT 9: ENGLISH IN THE WORLD
Lesson 6: SKILLS 2
- Listen for general and specific information about some students’ experiences in
learning and using languages.
- Write a paragraph about the uses of English in everyday life.
1. Knowledge:
a. Vocabulary: related to languages and language use and learning.
b. Grammar: Conditional sentences type 2, Relative clauses.
2. Competences: Groupwork, independent working, pairwork, linguistic
competence, cooperative learning and communicative competence.
3. Qualities: Ss will be more responsible for studying English.
II. TEACHING AIDS
1. Materials: Textbooks, plan.
2. Equipment: computer, projector, loudspeaker
III. PROCEDURE
1. Checking: During the lesson
2. New lesson:
Teacher’s and students’ activities The main contents
1. Warm up
Aim: To attract Ss’ attention to the lesson and to lead in the new lesson.
- Ask Ss to talk about the benefit when we *Chatting.
can use English fluently. Ex: - Work with foreigners
- …………….
2. Presentation
Aim: Help Ss listen for general and specific information about some students’
experiences in learning and using languages.
- Ask Ss to read the instruction carefully. 1. Listen to four different people talking
Have Ss read the summaries and about speaking and learning languages.
underline the key words in each. Match the summaries (A-E) to each
- Play the recording and ask Ss to match speaker. There is one extra summary.
the summaries to the speakers. Then ask Key:
two or three Ss to write their answers on Speaker 1: E Speaker 2: A
the board. Speaker 3: B Speaker 4: D
- Play the recording again for Ss to check
the answers.
2. Listen to the extracts again and
- First, ask Ss to work in pairs to answer answer the questions.
the questions from the information they Key:
have heard in 1. 1. He went to Rome.
- Then play the recording again and allow 2. She can have a conversation in Italian,
Ss to check if their answers are correct. but it’s a bit rusty.
3. He used to be quite bad at English.
3. Practice
Aim: Help Ss write a paragraph about the uses of English in everyday life.
3. Make notes of four uses of English in
- Ask Ss to work individually making your daily life and give an
notes of up to four uses of English in their explanation/example for each of them.
daily life and giving an Then compare your list with a partner.
explanation/example for each of them in
the given table. Remind them that they do
not have to write
full sentences and they can use
abbreviations and note-form.
- Ask Ss to share their notes with their
partners.
- T may ask some more able Ss to read 4. Use your notes in 3 to write about
out their notes to the whole class. what you use English for in your daily
life.
- Set up the writing activity. Brainstorm
the language necessary for their writing
with Ss: an introduction paragraph,
organising ideas using connectors –
Firstly, Secondly, Finally, providing Sample writing:
examples to illustrate the points. I use English for different purposes in my
- Ask Ss to write the draft first and then everyday life. Firstly, English helps me
swap their writing with a partner. Based communicate with people all over the
on the comments, have them write their - world. I have made friends with some
final version in class or at home. If they students from the UK and Australia. I use
write in class, they can also do it in pairs English to chat with them about many
or groups things. Secondly, English helps me get
on big pieces of paper. information and improve my knowledge.
- T may display all or some of the leaflets Because almost any information is
on the wall/notice board. Other Ss and available in English, it is easy for me to
T give comments. Ss edit and revise their get access to all sources of information
writing as homework. with my English. Finally, English is
useful when I want to go abroad to study.
A lot of schools and universities in
4. Further practice
Aim: Ss can talk about purposes of using English
T asks Ss to talk about purposes of using
English Eg:
Ss talk about purposes of using English Hello, I am going to tell you about using
English for different purposes in my
everyday life. Firstly, English helps me
communicate with people all over the
world. I have made friends with
…
Period 75
UNIT 9: ENGLISH IN THE WORLD
Lesson 7: LOOKING BACK and PROJECT
1. Knowledge:
a. Vocabulary: Review the vocabulary they have learnt in units 7, 8, 9.
b. Grammar: conditional sentence type 1, type 2; relative clause.
2. Competences: Groupwork, independent working, pairwork, linguistic
competence, cooperative learning and communicative competence.
3. Qualities: Ss will be more responsible for studying English.
II. TEACHING AIDS
1. Materials: Textbooks, plan.
2. Equipment: computer, projector, loudspeaker.
III. PROCEDURE
1. Checking: During the lesson
2. New lesson:
2. Vocabulary
Aim: Help Ss review kind of word (e.g. noun, verb, adjective, etc.).
- Have Ss do this exercise in pairs. Check 2. Fill each blank with a word/phrase
the answers as a class. from the box.
Key:
1. marinate; tender
2. garnish
3. stew
4. jet lag
5. excursion
6. full board
7. bilingual
8. official language
- Ask Ss to work out what kind of word 3. Fill each blank with the correct form
3. Grammar
Aim: Help Ss review conditional structures and relative pronoun
- Have Ss read the sentences. Then ask 4. There is one mistake in the
them to find the mistake in each sentence, underlined words in these sentences.
and write the corrected version of the Find and correct it.
sentence. Now have Ss compare their Key:
answers in pairs. 1. B the Lake Hudson → Lake Hudson
- Check their answers as a class. 2. C bunches → cloves
3. D will be → would be
4. B the breakfast → breakfast
5. C have → has
6. D the Vietnamese American → a
Vietnamese American/Vietnamese
American
5. What would you say in these
- Have Ss read the situations and write situations? Use conditional structures
suitable sentences. and the words given to write suitable
- Call on two Ss to write their sentences sentences.
on the board. Suggested answers:
- T and other Ss give comments. Correct 1. If you want to widen your English
any mistakes. vocabulary, you should read short stories
in English.
2. You can become a tour guide if you
learn more about history and culture.
3. If you want to improve your English,
you may go to either The Sun or The
Shine language centres.
4. If I saw a fly in my soup, I would tell
the manager.
5. If I were you, I would go to Song Nhi
Resort.
6. Combine each pair of sentences to
- Elicit from Ss the relative pronouns and make a complete sentence, using a
their uses (e.g. who, whom, which, that, suitable relative pronoun.
where). Key:
- Ask Ss to do this exercise individually 1. Last holiday we stayed in a resort
and compare their answers with a partner. which/that Mi recommended.
- Have some Ss read out their sentences. 2. I don’t like people who talk loudly in
- Correct any mistakes. public places.
3. The dishes which/that my mother has
cooked are so hot.
4. Last year I visited a small town
where/in which they filmed The Little
Girl.
5. Ms Mai was a teacher whom/who I will
never forget.
4. Everyday English. * Everyday English.
- Elicit the meanings of the sentences in 7. Complete each short dialogue with a
the box. Have Ss do this exercise in pairs. sentence in the box.
After checking their answers, ask one or Key:
two pairs to act out the short dialogues. 1. C 2. A 3. E 4. B 5. D
2. Speaking
Aim: Help Ss give opinion to take part in an English speaking camp
- Ask Ss to work in groups to discuss the 2. Work in groups and discuss the
questions. Have Ss report their groups’ questions.
answers to the class. Give comments and
summarise Ss’ ideas.
3. Listening
Aim: Help Ss listen to a presentation on his tips for learning English well and do
exercise
- Have Ss read the notes carefully. 3. Listen to Hung giving a presentation
- Play the recording for the first time. Ss on his tips for learning English well.
listen and fill each blank with no more Complete the listener’s notes. Use no
than three words. Elicit the answers from more than THREE words for each
Ss and write them on the board. blank.
- Play the recording a second time for Ss Key:
to check their answers. Confirm the 1. stories and books
correct answers. 2. vocabulary
3. correctly
4. grammar books
5. international project
6. different cultures
7. self-confident
8. activities
4. Writing
Aim: help Ss write a paragraph about tips for learning English well
- Have Ss choose one of the two topics 4. Choose one of the topics and write a
and write a paragraph. The audio script in paragraph about it.
the Listening section can serve as a
writing model. It might be useful to study
its structure with Ss before they attempt
their own paragraphs.
- Ask Ss to write individually. Ask two Ss
to write their paragraph on the board.
Other Ss and T give comments. Collect
some paragraphs to correct at home.
Alternatively, have Ss revise and rewrite
their paragraph as homework.
3. Guides for homework
Period 80
UNIT 10: SPACE TO TRAVEL
Lesson 1: GETTING STARTED
1. Warm up
Aim: To warm up the class and lead in new lesson
- T asks Ss to tell the planets in the solar - Mercury, Venus, Earth, Mars, Jupiter,
system. Saturn, Uranus, Neptune
- T asks: +Do you want to travel to one
of the planets?
+ Can you tell some popular films about
space?
(Martian, Apollo 13, Gravity…)
- T leads in the topic of the unit.
2. Presentation
Aim: Ss know some vocabulary related to astronomy and space travel
Trang chủ: https://hoatieu.vn/ | Hotline: 024 2242 6188
Thư viện pháp luật – Biểu mẫu – Tài liệu miễn phí
3. f
4. c
5. b
6. a
4. Further practice
Aim: Ss can play game
-Write the eight Voc words on small
pieces of paper, shuffle the paper, and
keep them face down. Then one person Activity 3:
turns over the pieces of paper one by Game: SPACE BINGO
one, and call out either the actual words
or the definitions.
-Players find the words in their grid as
they are called, and mark them off.
When a player has marked three box
down , cross or diagonally ( counting
the “ free space), he or she calls out
“Bingo” and win the round.
Period 81
UNIT 10: SPACE TO TRAVEL
Lesson 2: A CLOSER LOOK 1
III. PROCEDURE
1. Checking: During the lesson
2. New lesson:
Teacher’s and students’ activities Content
1. Warm up
Aim: Play game about the denitions to guess the planets to warm up the class
Period 82
UNIT 10: SPACE TO TRAVEL
Lesson 3: A CLOSER LOOK 2
1. Warm up
Aim: To warm up the class and lead in the new lesson
2. Presentation
Aim: Ss can review the past simple & past perfect and relative clause
T asks Ss to retell the past simple and past I. PAST SIMPLE & PAST
perfect. PERFECT: REVIEW
Ss retell the past simple and past perfect
and give examples.
II. DEFINING RELATIVE
T explains the way to use A defining CLAUSES
relative clause A defining relative clause gives
Ss listen and remember essential information about someone or
something we are talking about. This is
the information that we need in order to
understand What or Who is being
referred to.
Eg:
- The relative clause is used to define a
subject:
The student who won the competition
is my cousin.
- The relative clause is used to define
an object.
The rock that they found last week
may have landed on Earth from the
moon.
3. Practice
Aim: Ss can do exercises about the past simple & past perfect and relative clause
Activity 1: 1. Look at the timeline and put the
1 Remind Ss of how to use the past simple verbs in brackets into the correct
and past perfect. tense.
Have Ss then work individually to Key :
complete the exercise. Tell Ss to pay 1. Had been sent; made
attention to the position of already in the 2. Became ; had (already) been
sentences. launched
3. Had flown; flew; walked
4. Put; had already sent
5. Was established; had (already)
travelled
of birth and their own year of birth. Then timeline. Ask and answer the Qs.
ask Ss to check where the dates fit into the
timeline. Ss can write out the dates and
events from the timeline along a line
drawn on a piece of paper. They can then
add in this task four additional dates.
Have Ss now work in pairs to talk about
these events. Remind them to use the word
already. Walk around the class and
provide help if necessary. Call on some
pairs to give their questions and answers
in front of the class.
Defining relative clauses
Activity 3: 3a/ Fill in the blank with a word/
- Draw Ss’ attention to the grammar box phrase in the box
and Look out! box. Give more examples if
necessary. Ensure Ss have understood the *Key:
rules before moving on. 1. Who/ that
Have Ss work individually to complete the 2. Where
exercise and then compare their answers 3. Which/ that/x
with a partner. Remind Ss that a relative 4. which/ that
pronoun may not be required to complete 5. Which/ that/x
the sentences (indicated in the key with a 6. when
cross).
Period 83
UNIT 10: SPACE TO TRAVEL
Lesson 4: COMMUNICATION
I. OBJECTIVES: By the end of this lesson, students will be able to: talk about space
travel history and life on a space station
1. Knowledge:
a. Vocabulary: vocabulary related to astronomy and space travel
b. Grammar: Past simple and past perfect (review)
2. Competences: Groupwork, independent working, pairwork, linguistic
competence, cooperative learning and communicative competence.
3. Qualities: Ss will be more responsible for and be more aware of discovering
and developing space to travel.
II. TEACHING AIDS
1. Materials: Textbooks , plan.
2. Equipment: computer, projector.
III. PROCEDURE
1. Checking: During the lesson
2. New lesson:
Teacher’s and students’ activities Content
1. Warm up
Aim: To warm up the class and lead in the new lesson
- T write “The international Space
Station – ISS” on the board and asks Ss
if they know anything about it.
- T shows the photo of the ISS, Have Ss
think how the astronauts live on the ISS.
Write the list on the board.
2. Presentation
Aim: Ss can know some vocabulary related to astronomy and space travel
T goes through the extra vocabulary with * New words
students, if they don’t know -> T teaches - attach (v) : buộc, gài
some words - maintenance (n) : tình trạng
Check vocabulary - crew (n) : Phi hành đoàn
- rinseless (adj): không cần xả nước
- Mission Control Center: Trung tâm
kiểm soát chuyến đi
3. Practice
Aim: Ss can understand and do exercises
Activity 1: 1. Put a tick () next to the things
-Ask Ss to work in pairs to complete the you think ISS astronauts do and
exercise after they have looked at the cross (x) next to the things they
pictures (taking a shower, sleeping in a don’t. Then read the text and check
Trang chủ: https://hoatieu.vn/ | Hotline: 024 2242 6188
Thư viện pháp luật – Biểu mẫu – Tài liệu miễn phí
Activity 4:
Have Ss work individually and write 4. Now work in individually and
down a personal thing they will take write on the piece of paper one
aboard the ISS because they cannot live thing you will take with you to the
without it. Then ask Ss to work in pairs ISS as a personal item because you
to share what they have written. Ss need can’t live without it. Then tell your
to explain to their partner why this item partner what you have written.
is so important to them.
4. Further practice
Aim: Ss can know more information about Vietnamese in Space
Period 84
UNIT 10: SPACE TO TRAVEL
Lesson 5: SKILLS 1
- Read for specific information about two famous astronauts' space travel
talk about space travel history and life on a space station.
1. Knowledge:
a. Vocabulary: vocabulary related to astronomy and space travel
b. Grammar: Past simple and past perfect(review)
2. Competences: Groupwork, independent working, pairwork, linguistic
competence, cooperative learning and communicative competence.
3. Qualities: Ss will be more responsible for and be more aware of discovering
and developing space to travel.
II. TEACHING AIDS
1. Materials: Textbooks, plan.
2. Equipment: computer, projector, loudspeaker.
III. PROCEDURE
1. Checking: During the lesson
2. New lesson:
1. Warm up
Aim: To warm up the class and lead in the new lesson
T asks Ss talk about the item they need
when travelling the ISS
Ss talk about the item they need when
travelling the ISS
2. Presentation
Aim: Ss can read for specific information about two famous astronauts' space travel
and answer the questions
- Ss work in pairs to discuss about the I. READING
photos and try identifying the Vietnamese 1. Do you recognise the Vietnamese
astronaut (Pham Tuan) astronaut in these photos? Discuss
- Pairs can share what they already known with a partner what you know about
about Pham Tuan him. Then turn page around and
- Ss turn the page upside down and read read Quick Facts box.
the Quick Facts box.
- T explain to SS they are going to read a
text about 2 famous astronauts talking
about their space travel experience.
- Ss guess what they think 2 famous 2. Read the text and do exercise.
astronauts will talk about. T may refer a. Place these sentences in
back to the information about the ISS that appropriate paragraph
SS have learned in COMMUNICATION. Key:
1. C 2. A 3. B
Trang chủ: https://hoatieu.vn/ | Hotline: 024 2242 6188
Thư viện pháp luật – Biểu mẫu – Tài liệu miễn phí
Period 85
UNIT 10: SPACE TO TRAVEL
Lesson 6: SKILLS 2
-Have SS analyse the first advertisement from the websites of some space
and underline the words or phrases that tourism companies. Underline the
make it sound more persuasive. words/ phrases that you think make
-Ss work in pairs to analyse the last the advertisements sound more
advertisements(if time allows, T may persuasive.
bring in other print advertisements or Key:
TV commercials (in English or “Become a lunar explorer. Join the
Vietnamese) for the analysis. greatest private expedition of our time”
After Ss have completed the task, “An amazing, life – changing
introduce the Language skills box. For a experience”
more able class, ask SS to add more “Ready To Become An Astronaut?”
adjectives that they think may be used in
advertisements.
-Ask Ss to look out for hints in the
words used when doing this task. For 5.Can you guess what is being
example “shine” may go with advertised? Find the answer in the
“shampoo”, “bar” with “chocolate” box.
etc… Key: (suggested)
-Once Ss have finished, ask them to pay 1. A bakery slogan 4. A fuel –
attention to the way the advertisements efficient car
are written. 2. A shampoo product 5. A tourism
-SS use any of the advertising slogan
techniques they have learnt so far? 3. A coffee product 6. A
-T may ask Ss to discuss which chocolate product
advertisements they like the most, and
why.
4. Further practice
Aim: Ss can write a short paragraph using advertising language
Period 86
UNIT 10: SPACE TO TRAVEL
Lesson 7: LOOKING BACK AND PROJECT
-Have SS work individually to fill the gaps 1. Complete the sentences using the
and then compare their answers with a prompts provided.
partner. Challenge them to complete the task KEY
without using the prompts. 1.satellite
2. parabolic flight
3. habitable
4. attach Touring
5. spacecraft
6. meteorites
2. Which verbs go with which
-Ask SS work individually to do matching phrases.
exercise. If time allows, ask them to work in KEY
pairs to make the sentences using the phrases. 1. f: to launch a spacecraft
2. D: to orbit Earth
3. e: to experience microgravity
4. a: to live abroad the ISS
5. c: to train to become an astronaut
6. b: to do experiments
3. Grammar
Aim: Ss can review the structures they have learnt to do the exercises
3. Complete the following tasks,
using the past perfect.
-Ask Ss to work individually and write down a. These are the things that Jack
the actions in full sentences. had done before his birthday party
-Then ask Ss to work in pairs and talk about last week. Report them to your
these actions. partner.
KEY
He had cleaned the house.
He had bought candles
He had made a cake
He had selected a nice music playlist
He had hung up balloons
He had chosen a funny movie
b. Look at the following training
tasks that Mai had completed
-Ask Ss to work individually and write down before she became a professional
the actions in full sentences. astronaut. Report them to your
-Then ask Ss to work in pairs and talk about partner.
these actions. KEY
She had passed a swimming test
She had studied spacecraft systems
Period 87
UNIT 11: CHANGING ROLES IN SOCIETY
Lesson 1: GETTING STARTED
2.What did you do with the money? Your grandparents gave it to you.
→ What did you do with the money ……………………………..?
Code 2
I. Choose the best answer
1. A spacewalk occurs ___________ an astronaut gets out of a vehicle while in space to
do science experiments, or conduct repairs.
A.who B.what C.when D. whose
2. This is the space tourism service ___________ is being advertised on our website.
A.that B.who C.when D. why
3. In winter, many Swedes travel to a country ___________ there’s a lot of sunshine.
A.which B.where C.who D. what
4 The dance club ___________ Mai often goes to will be doing a performance this
Christmas.
A.when B.who C. who D. which
5. The book ___________ Amelie is reading now is about the Big Bang theory.
A.which B.who C.where D. Why
6.‘The cinnamon buns ___________ my mother makes are the best in the world!’ he said.
A.when B.that C.whose D. who
II. Combine the two sentences using defining relative clauses
1. I used credit card to buy a computer game. The game is called ‘Mars Mystique
Mission’.
→ I used ………………………………………………..
2. I met the girl in the library. I’ve told you about this girl.
→ I met the girl …………………………………………………………
Code 3
I. Choose the best answer
1. This is the space tourism service ___________ is being advertised on our website.
A.that B.who C.when D. why
2. A spacewalk occurs ___________ an astronaut gets out of a vehicle while in space to
do science experiments, or conduct repairs.
A.who B.what C.when D. whose
3. In winter, many Swedes travel to a country ___________ there’s a lot of sunshine.
A.which B.where C.who D. what
4 The book ___________ Amelie is reading now is about the Big Bang theory.
A.which B.who C.where D. Why
5. The dance club ___________ Mai often goes to will be doing a performance this
Christmas.
A.when B.who C. who D. which
6.‘The cinnamon buns ___________ my mother makes are the best in the world!’ he said.
A.when B.that C.whose D. who
II. Combine the two sentences using defining relative clauses
1. They work for a company. The company offers space tourism.
Trang chủ: https://hoatieu.vn/ | Hotline: 024 2242 6188
Thư viện pháp luật – Biểu mẫu – Tài liệu miễn phí
2. New lesson:
2. Presentation
Aim: Help Ss Interact a conversation about the vision of the future.
- Ask Ss to look at the title of the 1. Listen and read.
conversation and the picture. Ask them - What do you think the guests at the
some questions. Beyond 2030 forum are talking about?
- Have Ss answer the questions as a - What does the title ‘Into the future’
class. mean to you?
- Play the recording and have Ss follow
along.
- Explain the words that Ss don’t
understand.
- Ss work independently. Encourage a. Tick (√) the person who has this
them to do the exercise without looking idea.
back at the conversation. Key:
- After that, allow Ss to share answers. 1. Phong
- Check their answers as a class. 2. Mai
3. Phong
4. Nguyen
5. Mai
3. Practice
Aim: Help Ss use the lexical items related to the changing roles in society.
- Have Ss work independently to choose 2. These words/phrases are taken from
the correct option A or B for each the conversation. Tick (√) the correct
question. Have them share their answers explanation for each one.
in pairs. Key: 1. B 2. A 3. B
Period 88
UNIT 11: CHANGING ROLES IN SOCIETY
3. Practice
Aim: Help Ss Identify the rising or falling tones in agreement and disagreement
sentences and say the sentences correctly
- Use the REMEMBER! box to 5. Listen carefully and tick (√) the correct
instruct how the rising and falling box. Then listen again and repeat.
tones are used when you want to Key
show your agreement or 1. No one can deny it? ⤻
disagreement with some idea or 2. All of us can see your point. ↷
opinion. Write the examples in the 3. We will help him with the money. ↷
box on the board and have the whole 4. You will be cooking. ⤻
class practise them. Make sure that 5. Well, you may be right. ⤻
Ss understand the rules before they 6. Mark Mike’s sentences with falling
do the exercises. (agreeing) or rising (disagreeing) arrows.
Then listen and check.
- Have Ss listen to the recording and Mike: Yes, that’s important. ↷
tick the correct column for each Laura: And we must act to save endangered
question. Then let them listen again species. ↷
and have them repeat the sentences Mike: That’s an important point ⤻
with a focus on the tones. Mike: Umm, yes I suppose so ⤻
4. Further practice
Aim: Ss can interarct to each other about the changing roles in society
Period 89
UNIT 11: CHANGING ROLES IN SOCIETY
Lesson 3: A CLOSER LOOK 2
2.Presentation
Aim: Help Ss review the future passive
1. Review. * Future passive.
- Write the two example sentences Example:
using the future active and passive on 1. They will build a new bridge here.
the board. Let Ss work out the 2. A new bridge will be built here.
difference between the two sentences.
This reminder should help Ss to
complete exercise 1.
2. Practice. 1. Choose the future active or passive
- Ask Ss to work individually. They tocomplete the sentences.
Period 90
UNIT 11: CHANGING ROLES IN SOCIETY
Lesson 4: COMMUNICATION
→ _____________________________________________________________
5. Space tourism is becoming more and more popular. It is space travel for recreational
purposes.
→ _____________________________________________________________
Key:
1. The International Space Station is a large spacecraft which was launched in 1988.
2. An astronomer is a scientist who studies the sun, the moon and other planets.
3. A telescope is a piece of equipment which astronomers use to observe stars.
4. The place where astronauts live and conduct research has a microgravity environment.
5. Space tourism which is space travel for recreational purposes is becoming more and
more popular.
2. New lesson:
2. Presentation
Aim: Help Ss read the introduction about the changing roles of schools
- Have Ss read the posts individually as 1 a. Work in groups. Read the
quickly as possible. Then refer to their introduction to the Just imagine!
predictions in 1a and see if there are any forum. Discuss and take notes of your
similarities. own predictions.
3.Practice
Aim: help Ss describe the changing roles of schools
- Have Ss work in groups. Ask them to 2. Work in groups. Look at the
read each post in 1b carefully and choose coloured words/ phrases in the posts.
the most relevant response (1-4) for it. Then discuss and find their meanings
- Check as a class. from the context.
Suggested answers:
1. real; practical
2. focussed on a particular person;
customised
3. a person who judges another person’s
performance
4. reacting quickly and positively;
showing interest in something
5. making the necessary changes to
something to make it fit a person or
situation
3. Which response (1-4) is the most
relevant to each of the posts in1b?
Key: Post 22: 4
Post 51: 3
Post 76: 1
Post 101: 2
4. Further practice
Aim: Ss can discuss and support answers with specific reasons and examples
- Have Ss discuss each of the questions 4. WHAT DO YOU THINK?
in groups of four or five. They can refer Discuss in groups. Support your
back to the posts in 1b. answers with specific reasons and
- Ask them to note down all the changes examples.
they see in the posts. Tell them to
support their answers with reasons. Ss
then share their opinions with the class.
Give comments on groups’ ideas.
Period 91
UNIT 11: CHANGING ROLES IN SOCIETY
Lesson 5: SKILLS 1
2. Presentation
Aim: Read for specific information about the changing roles of women in society
and its effects.
1. Pre – Reading. 1 Discuss in groups.
- Have Ss discuss the questions in 1. What changes in society will we see in
groups or as a class. Encourage them to ten years’ time?
use their imagination, and consider 2. What will be the changes in the roles of
even the smallest changes and their men and women in society?
possible effects. T can write some of 3. How will the increasing involvement of
the most interesting answers on the women in public life affect society?
board, and leave them there while the 2 a. Read the passage and match the
class does 2. underlined words/phrases in the
2. While – reading. passage with their definitions.
- Ask Ss to read the passage Key: 1. d 2. e 3. b 4. f 5. a 6. c
individually, paying special attention to
the underlined words/phrases.
- Ask them to guess the meanings of
these words/phrases through the
context. Then let them do the matching b. Read the passage again and answer
exercise. Check and confirm the correct the questions.
answers. Key:
1. The ever increasing involvement of
- Have Ss read the passage again and women in education and employment.
answer the questions. Ask them to mark 2. The socio-economic picture of these
the word/words where the information countries.
for the answers comes from. Ss can 3. Their financial burden will be reduced.
share their answers with their partners. However, they will no longer be the
- Check Ss’ answers as a class. dominant figures and will learn to share
decision-making and housework.
4. They will learn to be more independent.
5. The service sector.
6. It will develop.
3. Practice
Aim: Help Ss Talk about roles in the future
Have Ss work individually. Ask them 3 a. Here are some predictions about
to read the predictions and tick the the changing roles of males and females
one(s) they agree with. There are no in the future. Tick (√) the one(s) you
wrong answers here, though Ss should agree with.
be preparing to back up their choices
with reasons and
Period 92
UNIT 11: CHANGING ROLES IN SOCIETY
Lesson 6: SKILLS 2
2. Presentation
Aim: Help Ss listen for specific information about the changes that women in Kenya
are going through.
- Ask Ss to look at the maps and work in 1. Look at the maps. Where is Kenya
groups to locate Kenya on the larger located?
Africa map. If Ss are having problems, What do you know about this country?
suggest they focus on the shape of the
country. (Kenya is in the east of Africa,
about halfway up the map). Ask them to
share any information they know about
this country. If they know nothing about
Kenya, T can come back to this question
after Ss have done the listening
exercises. 2. Listen to the description of some
changes in the roles of women in
- Have Ss read the statements first. For a Kenya. Decide if the statements are
class which knows more about Kenya, true (T) or false (F).
encourage them to make a guess if a Key:
statement is true or false before they 1. T 2. T 3. T 4. F 5. F
actually do the listening.
- The audio recording for this section has
two parts. T plays both parts of the
recording for the class now.
- Ss listen and tick (√) the answers.
Check the answers as a class. 3. Listen to part 2 again and ll the
- Play part 2 of the recording again. Ss blanks with the correct information.
listen and do activity 3. Ss can exchange Key:
their answers. 1. 1995: 65% 2. 2010: 47% 3. 2025: 30%
- Write the correct answers on the board. 4. 1995: 22% 5. 2010: 36% 6. 2025: 48%
3. Practice
Aim: Help Ss write about the roles of teenagers in the future
- Have Ss work in groups of three or 4. Work in groups. How do you think
four. Together they discuss and make a the roles of teenagers will change in the
list of the possible changes in the roles of future? Brainstorm and make a list of
teenagers in the future. Encourage Ss to possible changes.
explain why they think these changes
will happen. Walk around and help Ss
with any difficulties.
- T may have the groups write their lists
on board. Leave the lists there for
activity 5. 5. Choose one of your group’s ideas,
and write a short paragraph about it.
- Have Ss write a short paragraph about Sample writing:
one of the changes their group has listed It is likely that teenagers in the future will
in 4 individually. If time allows, T can be more in charge of their studies. There
ask one or two Ss to share their writing are at least two reasons for this. Firstly,
with the class by writing it/them on the there is the rise of the Internet, which
board. Other Ss give comments. provides teenagers with various reliable
sources of information. It also allows
teenagers to develop a large social
network with their peers. They can
therefore self-search, exchange, and
discuss information in order to plan their
studies.
Secondly,the fact that they start school
early and spend a lot of time by
themselves when their parents go out to
work makes them more independent.
Decision-making will become a larger
part of their lives. Teens will make
decisions concerning their own lives,
instead of being told what to do and how
to do it. In short, these are the two reasons
why teenagers will become more
responsible for their studies.
4. Further practice
Aim: Help Ss talk about the roles of teenagers in the future
Eg:
T guides the way to talk about the roles Hello, I am going to tell you about the
of teenagers in the future roles of teenagers in the future. It is likely
T asks Ss to talk about the roles of that teenagers in the future will be more in
teenagers in the future charge of their studies. There are at least
Ss talk about the roles of teenagers in the two reasons for this. Firstly, there is the
future rise of the Internet, which provides
T corrects and comments teenagers with various reliable sources of
information.
Period 93
UNIT 11: CHANGING ROLES IN SOCIETY
Lesson 7: LOOKING BACK - PROJECT
4.Communication
Aim: Help Ss practice making communication, project
- Ss work in pairs to complete the 5. Match each prediction with two
exercise. Check the answers as a class. responses. Then practise saying them in
Then Ss can practise reading aloud the pairs.
predictions and responses with their Key:
best pronunciation and fluency. Call on 1. C, H 2. D, F 3. B, G 4. A, E
Period 94
UNIT 12: MY FUTURE CAREER
Lesson 1: GETTING STARTED
4. Further practice
Aim: Ss can know more about job
- Ask Ss to work in groups of four. Ss GAME: WHAT’S MY JOB?
take turns thinking of a job. The others In groups, take turns to think of a job.
ask Yes/No questions to find out The others can ask Yes/No questions to
information, and guess what the job is. find out what that job is.
The aim is to have Ss ask as many
questions as possible. T can tell them
that they may ask questions about
necessary qualifications, skills, likes,
dislikes, working conditions, salary,
colleagues, or people they are working
with
Period 95
UNIT 12: MY FUTURE CAREER
Lesson 2: A CLOSER LOOK 1
- Identify in which situations to use high tones and say sentences with the correct
high tone.
1. Knowledge:
a. Vocabulary: related to jobs and careers.
b. Grammar: review
c. Pronunciation: High tones
2. Competences: Groupwork, independent working, pairwork, linguistic
competence, cooperative learning and communicative competence.
3. Qualities: Ss will be more responsible for and be more aware of studying hard
to have a good job in the future
II. TEACHING AIDS
1. Materials: Textbooks , plan.
2. Equipment: computer, projector, loudspeaker
III. PROCEDURE
1. Checking: During the lesson
2. New lesson
Teacher’s and students’ activities The main contents
1.Warm up:
Aim: To attract Ss’ attention to the lesson and to lead in the new lesson.
- Start by reviewing the previous *Game.
lesson. Begin by asking two pairs of Ss
to come to the front to play a quick
game. Ask them to write as many jobs
and collocations (or phrases) used to
describe those jobs as possible. Set a
time limit of three minutes. The pair
with the most correct words and
collocations wins.
2. Presentation
Aim: Help Ss Use the lexical items related to jobs and careers
- Now have Ss turn to the book and 1. Put one word/phrase under each
work in pairs to identify the pictures. picture. There is one extra word.
Ask them to briefly describe the Key:
pictures. Then let them do the matching 1. craftsman
exercise. Check the answers as a class. 2. physicist
Then ask Ss: 3. opera singer
Which of these jobs would you like to 4. fashion designer
do in the future? 5. pharmacist
Why would you like to do it? 6. architect
Ask some Ss to answer the questions. 7. businesswoman
8. mechanic
3. Practice
Aim: Help Ss identify in which situations to use high tones and say sentences with
the correct high tone
Have Ss silently read the information High tones
and examples in the box. Ask some Ss - We use high tones for adjectives like
to summarise the rules and read out the excellent, gorgeous, brilliant, superb,
examples in the box or to give their absolutely amazing, etc., to show strong
own examples. Ensure that Ss have feelings. If we use weaker adjectives like
understood the ideas before proceeding. nice, quite pleasant, quite pretty, etc., our
Inform Ss that negative adjectives voice does not usually go high.
(awful, terrible) can be affected by tone Example:
in the same way as positive ones A: So, how was your trip?
(excellent, brilliant). B: Excellent!
A: Good food?
B: Quite pleasant.
Period 96
UNIT 12: MY FUTURE CAREER
Lesson 3: A CLOSER LOOK 2
- Have Ss work individually to finish ideas in the pictures and the correct
the sentences. Allow them to share their form of the verbs in brackets.
answers with a partner. Call on some Ss Key:
to write their answers on the board. 1. to lock
Correct their answers if necessary. 2. meeting
3. to contact
4. to send
5. working
6. talking
7. posting
8. To answer
4.Further practice
Aim: Ss can make sentences, concluded despite/ in spite of, Verb + to-infinitive,
Verb + V-ing
5. Complete each second sentence using
the right form of the word given so that
- Ask Ss to make sentences, concluded it has a similar meaning to the first.
despite/ in spite of, Verb + to-infinitive, Write between two and five words.
Verb + V-ing. Key:
1. The boy finally managed to deal with
his peers at the vocational school.
2. She attempted to cooperate with the
others in the team to finish the work.
3. He wasn’t promoted in spite of his
efforts.
4. The boss denied bullying the new
employee.
5. Despite being qualified for the job, he
wasn’t accepted./Despite qualifying for
the job, he wasn’t accepted
Ex:
Despite tiredness, I try to reach the top of
the mountain.
Period 97
UNIT 12: MY FUTURE CAREER
Lesson 4: COMMUNICATION
reasons each teen gives for their choice paths. Read these posts and underline
of career. Then, in pairs, Ss compare the reasons for their choices.
the reasons that each of them gives.
Then Ss can read the posts a
second time more slowly for details.
3. Practice
Aim: Help Ss talk about choosing future jobs and reasons for the choices
4. Further practice
Aim: Ss can talk about a job you want/don’t want to do in the future
3 Tell your partner about a job you
- Have Ss work in pairs. Ask them to want/don’t want to do in the future.
choose a couple of example careers, Remember to say why or why not.
either from elsewhere in the unit or And report your decisions to another
from ideas of their own. Ss should then pair or to the class.
figure out their own reasons why they
do or do not want
the chosen careers. Set a time limit of
ten minutes. Tell them that they can
also note down several key
words/phrases related to their reasons.
- Ask several pairs to report their
decisions and reasons to the whole
class. Have other Ss give comments.
Period 98
UNIT 12: MY FUTURE CAREER
Lesson 5: SKILLS 1
2. Presentation
Aim: Help Ss read for general and specific information about choosing a career.
3. Practice
Aim: Help Ss talk about choosing future jobs and reasons for these choices
- Have Ss work in groups. Each group
should choose one job to discuss. Ideally 4. Think about the skills and abilities to
each group would have a different job. If do the jobs below. Work together to
you have more groups than jobs on the make notes.
list, Ss can contribute more jobs. Ask
them to make notes on a small poster,
4. Further practice
Aim: Ss can choose one job and present your group’s ideas
- Have each group present their ideas and
opinions on their chosen job to the class. 5. Choose one job from 4 and present
Once they have finished, ask the rest of your group’s ideas
the class to say whether they agree with
the points or not and whether they should
add
some other points.
- As an extension activity, ask groups to
choose another job that they didn’t work
on. Have Ss read the notes from the group
who chose this job in 4. Tell them to add
any extra ideas their group may have. Ss
report their ideas to the class.
Period 99
UNIT 12: MY FUTURE CAREER
Lesson 6: SKILLS 2
2. Presentation
Aim: Help Ss listen for general and specific information about choosing future jobs
and reasons for these choices
- Ask Ss to work in pairs to answer the 1. Work in pairs and answer the
questions. Ask a pair to share their ideas questions below.
with the class. 1. What job do you want to do in the
future?
2. What qualities do you think you need
to do that job?
2. Phong is talking to Mrs. Warner,
- Tell Ss that they are going to listen to a Nick’s mother, about future jobs he
conversation between Phong and Mrs. and his friends want to do. Listen to the
Warner, Nick’s mother, about jobs that conversation and fill in the blanks with
he and his friends want to do in the no more than THREE words.
future. Ask them to read the information Key:
in 2 carefully. 1. mountains of work
- Tell them to listen carefully to find out 2. work overtime
the words/phrases from the recording 3. Rewarding
needed to fill in the blanks. 4. sociable
- T can play the recording twice if 5. applied skills
3. Practice
Aim: Help Ss write about the qualities one needs to be able to do a certain job
- First check that everybody understands
the meaning of the adjectives in the box. 4. Work in pairs. Choose a job that you
If not, T can spend some time explaining like. Discuss which three qualities
them. Set a time limit for pairs to would be necessary for people doing
brainstorm the ideas and do the that job. You can use some of the ideas
discussion. Ask them to refer back to2 below. Remember to give reasons.
and3 as examples for useful language
and ideas. Ask some pairs to present
their ideas to
the whole class. Remind Ss that they
should give examples and reasons to
support their main points.
5. Based on your discussion in 4, write a
- Have Ss work individually to get their paragraph about the three most
ideas down on paper and check the important qualities a person needs to
accuracy of what they have written. Give be able to do a job well. Remember to
them ten minutes to write and edit their give reasons and examples to support
work. Swap their writing with a partner your opinion.
for peer review, comments, and
corrections. Then ask Ss to write the
second draft as homework.
4. Further practice
Aim: Ss can talk about the three most important qualities a person needs to be able to
do a job well
Period 100
UNIT 12: MY FUTURE CAREER
Lesson 7: LOOKING BACK - PROJECT
2.Vocabulary
Aim: Help Ss review some vocabularies they have learnt this lesson
- Have Ss work independently. Then 1. Match each job with its description.
they can check their answers with a Key:
partner before discussing the answers 1. C 2. D 3. E 4. F 5. A 6. B
as a class. However, tell Ss to keep a 2. Match fragments 1-8 with fragments
record of their original answers so that A-H to make sentences.
they can use that information in their Key:
self-assessment. 1. H 2. E 3. F 4. A
5. D 6. G 7. C 8. B
3. Fill each blank with one suitable
word/phrase from the box.
Remember to change the form of the
word/phrase where necessary.
Key:
1. vocational
2. dynamic
3. empathetic
4. academic subjects
5. took into account
6. professional
7. burnt the midnight oil
8. make a bundle
3.Grammar
Aim: Help Ss review V -ing form or to -infinitive
- Have Ss work independently. Then 4. Complete the sentences using the
they can check their answers with a correct form (V -ing form or to -in-
partner finitive) of the verb in brackets.
before discussing the answers as a Key:
class. 1. to lock
2. working
3. treating
4. to get
5. to finish
6. reading
5. Correct the italicised phrases where
necessary.
- Have Ss work independently. 1. working hard → to work hard
- Check their answers with a partner 2. promised to make → no change
before discussing the answers as a 3. to be → being
class. 4. refused to attend → no change
5. mind to burn → mind burning
6. managed getting → managed to get
7. admitted to study → no change
8. offer working → offer to work
9. prefer working → preferring to work
10. agreed to take → no change
4.Communication
Aim: Help Ss practice making communication, project
- Prepare: Review 4
III. PROCEDURE
1. Checking: During the lesson
2. New lesson
2. Pronunciation
Aim: Help Ss review the rule of tones
- Review the rule of tones (high or 1. Draw rising or falling arrows to
rising tones to check information, to illustrate the correct tones, then listen
indicate items in a list, to disagree with and practice saying the sentences.
someone or for emphasis and low or A: What do the astronauts do while they
falling tones to indicate that a list is - are aboard the ISS ↷?
finished, to agree with B: They keep the station in good
someone, and with Wh-questions) with condition ⤻, and do science
Ss. Before listening to the recording, experiments ↷.
have Ss draw arrows to illustrate the A: Sounds hard ⤻!
appropriate tones. Play the recording. B: Not at all ↷!
Ss listen and check the answers. Con- A: They don’t have ‘weekends’ ⤻?
firm their answers B: They do ↷.
as a class. Ss then listen again and A: What do they do during their
repeat, in chorus and individually. ‘weekends’ ↷?
B: They do various things like watching
movies ⤻, playing music ⤻, reading
books ⤻, and talking to their families ↷.
2. Draw arrows to illustrate the feelings
and opinions of A and B. Then listen
and repeat the conversation, paying
- Have Ss work in pairs to draw rising attention to the tones.
or falling arrows to illustrate the A: In the near future, we will mostly learn
correct tones. Ask them to practice online.
saying the conversation. Play the B: Incredible ↷! But we will still have
recording for Ss to check their actual classrooms, won’t we ⤻?
answers. Check the answers as a class. A: Sure ↷. But teachers will no longer be
- Have some pairs practise saying the knowledge providers ↷.
conversation in front of the class. B: Really ⤻?
3. Speaking
Aim: Help Ss choose a job and give the reasons for the choice
- This is an open speaking exercise. 2. Choose a dream job you would like to
Allow Ss time to get some ideas from do. Say why you dream of doing the job.
Unit 10 to 12, or to come up with some
ideas of their own. Ss can work in
groups. Have some Ss/groups come to
the front to present their own choice and
their reasons for the choice.
4. Listening
Aim: Help Ss listen to a conversation and do exercises
- Firstly, ask Ss to read the questions 3 a. Listen to the interview and answer
carefully. Then play the recording. Ss the questions.
listen and answer the questions. Key:
- Ask some Ss to give their answers. 1. a hotel receptionist
Write Ss’ answers on the board. 2. two weeks
- Have Ss read the sentences carefully b. Listen again and complete the
and try to complete them without sentences.
listening to the recording again. Key:
- Do not confirm any answers at this 1. sociable
stage. Tell Ss that they are going to listen 2. dealing with
a second time to check the answers for 3. telephone manner
the questions. Play the recording. Ask 4. experience
some Ss to give answers. Let Ss listen a 5. night shifts
third time if necessary to check their
answers. Confirm the correct answers as
a class.
5. Writing
Aim: Help Ss know how to express their opinion
- Have Ss work in pairs to discuss the 4 Over time, the popularity of different
Trang chủ: https://hoatieu.vn/ | Hotline: 024 2242 6188
Thư viện pháp luật – Biểu mẫu – Tài liệu miễn phí
question. Ask the pairs to brainstorm an jobs may change. In your opinion, what
outline of the main reasons why they job will be the most popular in the next
think their chosen job will be the most 10 years?
popular. Have pairs do the writing Write a paragraph of about 120 words
together. T may read aloud one piece of to express your opinion. Remember to
writing and ask other Ss to comment. T discuss why you think so.
may also collect some of the Ss’ Sample writing:
paragraphs to correct at home. I think one of the most popular jobs in the
future can be astronaut, the ‘ driver’ of
expensive spacecrafts. The first reason is
many people are dreaming of flying into
the space and are willing to pay for such ‘
trips’ if the costs are not as high as they
are now. In fact, this kind of space travel
has attracted many world’s travel agencies
to exploit, so hopefully it will be much
cheaper to follow such journeys. This also
means the demand for spacecraft drivers
will be increasing. Secondly, astronauts
will certainly be able to make a bundle and
the opportunities for this job will be much
higher. Moreover, those astronauts will
also have many chances to travel between
planets, and enjoy the spectacular views
from outside the Earth. In short, because of
the increasing demand for space travelling,
the opportunities to earn money, and the
interesting nature of the job, this job will
likely be a favourite job for many people
in very near future.
3. Guides for homework
- Retell the main contents of the lesson
- Review all knowledge you have learnt in English 9.
- Prepare: The second term test.
a. Vocabulary: Review
b. Grammar: The past simple tense, Relative clause, Verb + to-infinitive/Verb +
V-ing.
2. Competences: independent working, linguistic competence, cooperative
learning and communicative competence.
3. Qualities: Students will be more responsible for and more aware of studying
harder.
II. TEACHING AIDS
1. Materials: Textbooks, plan
2. Equipment: computer, projector
III. PROCEDURE
1. Checking: During the lesson
2. New lesson:
Teacher’s and students’ activities The main contents
1. Warm up
Aim: To warm up the class
Home robots
- Ask students to name some kinds of doctor robots,
robots. teaching robots,
- What can robots do in the future? space robots,
worker robots.
2. Grammar
Aim: Help Ss review structures they have learnt
1. Past simple tense
T asks Ss to retell the structure: the past .
simple tense Form: S + had + PP
Ss retell the structure: The past simple Usage: The Past perfect is used to
tense and give examples describe an action before a stated time in
T corrects and remarks the past or an action that happened
before another action in the past.
2. Relative clause
T asks Ss to retell the relative clause (Where, when, who, which, that)
Ss retell and give examples and do Ex: Combine each pair of sentence to
exercise: make a complete sentence using a
relative pronoun.
Eg: A spacecraft is a vehicle. It is used
T corrects and remarks for travel into space.
→ A spacecraft is a vehicle which is
used for travel into space.
1. The International Space Station is a
large spacecraft. It was launched in 1988.
→ _________________________
2. An astronomer is a scientist. An
astronomer studies the sun, the moon and
other planets.
→ ________________________
3. A telescope is a piece of equipment.
Astronomers use it to observe stars.
→ ____________
4. The place has a microgravity
environment. Astronauts live and
conduct research here.
→ ______________
5. Space tourism is becoming more and
more popular. It is space travel for
recreational purposes.
→ ___________________________
Key:
1. The International Space Station is a
large spacecraft which was launched in
1988.
2. An astronomer is a scientist who
studies the sun, the moon and other
planets.
3. A telescope is a piece of equipment
which astronomers use to observe stars.
4. The place where astronauts live and
conduct research has a microgravity
environment.
5. Space tourism which is space travel
for recreational purposes is becoming
more and more popular.
I. OBJECTIVES: By the end of the lesson, Ss will be able to review the 4 skills related
to the topics that they have learnt among unit 10, 11.
1. Knowledge:
a. Vocabulary: review vocabulary ralated to topic: eating habits, tourism, english
in the world
b. Grammar: review: relative clause, article, conditional sentences type 1,2
2. Competences: independent working, pair work, linguistic competence,
cooperative learning and communicative competence
3. Qualities: Ss will be more aware of and be more responsiple for protecting the
environment and the future means of transport and movement
II. TEACHING AIDS
1. Materials: Textbooks, plan
2. Equipment: computer accessed to the Internet, projector
III. PROCEDURE
1. Checking: During the lesson
2. New lesson
Teacher’s and students’ activities Contents
1. Warm up
Aim: To warm up the class.
2. Vocabulary
Aim: Help students review some vocabularies ralated to topic: eating habits, tourism,
english in the world.
1-Vocabulary.
T asks Ss to do exercise 3,4 page 5in Topic: Unit 7: eating habits,
exercise’s book. T uses computer to (Ex 3,4/ page 5)
correct.
Ss do exercise individually.
to correct.
Ss do exercise individually.
3. Grammar
Aim: Review: the relative clause, article, conditional sentences type 1,2
I. Relative clauses
T asks Ss to give the usage of the relative We use relative clauses to give extra
clause information about something / someone or
Ss do it. to identify which particular thing/ person
T gives the comment. we are talking about.
* Rules of using relative clauses
- Which (for things and animals)
- Who (for people)
- Whom (for people as the object of the
relative clause)
- When (for time)
- Where (for places)
- Why (for reasons)
- Whose (for possession)
That (for people, things, animals and times)
Eg:
The book which I liked was the detective
story.
Exercise 8/ part: Test yourself in
T asks Ss to do exercise 8 part: Test exercise’s book
yourself in exercise’s book individually,
check their answers with a partner before
giving the answers to
Ss go to the board and write their answers
if time allows. II. Articles:
T corrects on the computer * A/An: Indefinite article
- used before countable singular nouns.
- used to mean: (any, every)
- used to talk about something that the
T asks Ss to retell the use of the article listener or the reader doesn’t know about
Ss retell the use of the article and give yet.
examples - used to describe what something or
someone is.
- Whether we use “a”, “an” depends on the
sound, not the spelling.
* The : definite article
- When the listener or reader knows what
→ If she ..................................
5. He doesn’t have a bicycle, so he always
goes to class late.
→ He wouldn’t ....................
6. I am bad at English, so I can’t do
homework.
→ I could ............................
7. He doesn’t practise speaking French, so
he doesn’t speak it fluently.
→ If he......................................
8. The meeting can be cancelled because it
snows heavily.
→ If it.................................................
9. We don’t go because it will rain.
→ If it .............................................
10. John is fat because he eats so many
chips.
→ If John..........................................
* Keys
1. If they weren’t poor, they could help us.
2. If he did his homework, he wouldn’t be
punished.
3. If he had enough time, he could help me.
4. If she took some exercise, she wouldn’t
be overweight.
5. He wouldn’t go to class late if he had a
bicycle.
6. I could do homework if I weren’t bad/
were good at English.
7. If he practised speaking French, he would
speak it fluently.
8. If it didn’t snow heavily, the meeting
couldn’t be cancelled.
9. If it didn’t rain, we would go.
10. If John didn’t eat so many chips, he
wouldn’t be fat.
3. Guides for homework
- Review the articles, conditional sentence 1,2, relative clause.
Guide the way to do part reading and listening.
- Prepare for the second-term test
(Thi theo đề thi chung của phòng giáo dục và đào tạo)