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Date of planning: 13/8 /2017 Date of teaching:6A,D,E :17 /8 /2017

Unit 7: TELEVISION

Lesson 1: Getting started

1. Aims

By the end of the lesson, ss will be able to listen and read for specific information then practice listening and speaking with the lexical items related to the topic "Television".

Objectives

• • Vocab: TV programmes, people and things.
  • Grammar: Conjunctions: and, but, so, because, although, Wh-question words.

Materials

• • Text book
  • Board, chalk, ...
  • A cassette and an audio compact disk.

Anticipated problems

There may not be enough time for all the activities.

Procedure

1. Warmer
   • Greeting.
   • Checking attendance.
   • Asking for the teaching date.

Revision Network

• • Individual work

• • Teacher – Whole class
  • Pair works

New lesson

? Look at the picture on page 6

? Who are they?

- educational [,edju:'kei∫ənl]

(n) mang tính giáo dục

? What is Phong doing?

? What are they talking about?

- Now we are going to listen and read a dialogue about Phong and Hung to see what they are talking about

• Play the recording twice.

? Listen and read then check your answer for the last question.

Practice

Comprehension questions (1a)

? Work individually.

? Share answers with your partner.

• Teacher gives feedback.

Find the adjectives (1b P.7)

• individual work

3. Adjectives to describe TV programmes (1c P7)

• Divide the class into groups
• work in groups.

4. Gap fill (3 P7)

? Read the sentences carefully.

@ It makes me laugh..: Individual work - Compare in pairs

T gives feedback.

Production 4. (P7)

? Write down two things you like and dislike about TV.

? Talk to others in your groups. Note: Ss don’t have to say “I like..../don’t like...” They can use other structures instead.

• Repeat in chorus and individually
• Copy all the words
• Answer the questions individually.
• They are Phong and Hung.
• He is talking with Hung.
• Listen and read

1. Laughing Out Loud
2. VTV3 3. No, they aren’t
3. Because he is awful.
4. Tom is stupid, but funny.

Mr. Bean: funny, awful Tom: stupid, funny Jerry: Intelligent

Possible answer: No: beautiful, small

Key:

1. National 2. comedy 3. channels

4. competition 5. cartoons

6. educational

• • “There are not enough programmes for children.”
  • It wastes time.

Consolidation

• • Teacher gets students to retell the aims of the lesson.

Homework

• • Prepare for the next lesson: Unit 7: Closer look 1.
  • Do exercise B3 (P.5) (Workbook). Learn by heart all new words

Unit 7: TELEVISION

Lesson 2: A closer look 1

1. Aims

By the end of the lesson, ss will be able to:

• • Pronounce correctly the sounds / θ / and / ð / in isolation and in context; Practise some words about TV programme.
  • Improve their listening skill, writing skill and pronunciation.

Objectives

• • Vocab: TV programme lexical items
  • Phonetics: Practise the sounds: / θ / and / ð /.

Materials

• • Text book
  • Board, chalk,...
  • A cassette and an audio compact disk.

Anticipated problems

Students may get confused when practicing the sound / θ / and / ð /.

Procedure

1. Warmer
   • Greeting.
   • Checking attendance.
   • Asking for the teaching date.

Revision

• • Teacher checks students’ homework:

+ Write new words

+ Read the dialogue

New lesson

Gap fill (2 P8)

? Ss work individually then compare in pairs.

? Teacher gives feedback.

Game (3 P8)

? Get Ss to read 2 again to see how a word is defined.

• A person who..... người mà...
• A programme which.......

Chương trình mà.......

• Ss work in groups

Pronunciation

1. / θ / and / ð / (4 P8)

• Explain how to make the two sounds.

? Listen and repeat. Pay attention to the sounds / θ / and

/ ð /

2. Listen and group the words (5 P8)

• Play the tape twice

? Work individually to put the words into two groups.

? Check your answers in groups.

• Have two students write on the board.

Production

? Ss take turn read the sentence quickly and correctly 6 P8

• Listen and repeat chorally and individually Keys: 1. weatherman 2. newsreader

3. remote control 4. MC

1. volume button 6. TV viewer

Suggested key:

Comedian: A person whose job is to make people laugh by telling jokes and funny stories.

.......

• Listen and repeat
• Do the task individually

Key:

Sound / θ /: theatre, Thanksgivings, earth, both, through. Sound / ð /: there, them, neither, weatherman, than, feather

“The thirty-three thieves are thinking of how to get through the security.”

Consolidation

Teacher gets students to retell how to make sound / θ / and / ð /.

Homework

• • • Prepare for the next lesson: Unit 7: Closer look 2.
    • Learn by heart all the new words

- Do Ex A1,2 P4, B1,2 P5 (WB)

Unit 7: TELEVISION

Unit 3: A closer look 2

1. Aims

By the end of the lesson, ss will be able to use conjunctions (and, but, because...) and question words (where, who, why...).

Objectives

• • Vocab: Lexical items related to television.
  • Grammar: conjunctions and question words.

Materials

• • Text book
  • Board, chalk,...

Anticipated problems

The lesson may take time.

Procedure

1. Warmer
   • Greeting.
   • Checking attendance.
   • Asking for the teaching date.

Revision

• • Teacher checks students’ homework:

+ Write new words

+ Practice reading the words in exercise 4 P.8 concentrate on the sound /θ/ and

/ð/.

New lesson

question word.

• T plays the recording, Ss look at the conversation as they listen to check their answers.

Gap fill

• Get Ss to look at the answers to find the question words Remember

? T gets Ss to read the remember box. T explains it to Ss.

Gap fill (4 P10)

? Get Ss to read the questions carefully and decide what the relationship between the two ideas is so that they can find the correct conjunction for each question.

Matching (5 P10)

? Ss work individually then correct in pairs.

• T give feedback.

Discussion (6 P10)

Ss work in group, discuss and make questions for each information given.

Ask Ss to be careful when choosing question words.

Conjunctions

Key: 1. and 2. but 3. Although

4. because 5. so

1-c 2-a 3-e 4-b 5-d Key:

• What is the name of the national TV channel?
• How many hours does it broadcast?/How long is it on?
• What are the names of TV programmes for children?
• How much does cable TV cost per month?
• Who is your favourite TV person?

Consolidation

Teacher gets students to the aims of the lesson.

Homework

• • Prepare for the next lesson: Unit 7: Communication.
  • Learn by heart all the new words
  • Do Ex B4, B5, B6, B7 (WB)

Unit 7: TELEVISION

Lesson 4: Communication

• 1. Aims

By the end of the lesson, ss will be able to talk about television and TV programmes.

Objectives

• • • Vocab: TV programmes.
    • Practise speaking skills.

Materials

• • • Text book
    • Board, chalk,...

Anticipated problems

Students may find it difficult to use English to express their idea.

Procedure

1. Warmer
   • Greeting.
   • Checking attendance.
   • Asking for the teaching date.

Revision

• • Teacher checks students’ old lesson.
    • Name the question word you learnt. How do you use them?
    • Name and talk about the use of the conjunctions you learnt.

New lesson

do not correct Ss’ answer.

* Reading: Ex 3a

• Teacher asks Ss to return Ex2 and see if they want to change any of their previous answers.
• Ex 3b: Let Ss read the text while they answer the questions.
• Teacher gives feedback.

III. Post speaking

* Work in group

- Teacher allow Ss 3 minutes to choose the programme they prefer and prepare for their speaking

- Ss read individually.

Educational vs educate? Small children vs kids?

Child: a boy or girl from the time of birth

until he or she is an adult, or a son or daughter of any age.

Kid: (informal) a child.

- Ss read about the two programmes and tell their group which one they prefer and why.

Consolidation

Teacher retells main points of the lesson.

Homework

• • Prepare for the next lesson: Unit 7: Skills 1.
  • Learn by heart all the new words
  • Do Ex C1, 2 (WB)

Unit 7: TELEVISION

Lesson 5: Skills 1

1. Aims

By the end of this lesson students can:

+ Read a TV schedule and descriptions of famous children's programmes for specific information

+ Talk about a favorite TV programme.

Objectives

• • Vocab: TV programmes.
  • Practise reading and speaking skills.

Materials

• • Text book
  • Board, chalk,...

Anticipated problems

Weak students may find it difficult to catch up with whole class.

Procedure

1. Warmer
   • Greeting.
   • Checking attendance.
   • Asking for the teaching date.

Revision

1. Chatting:

What do you often do in your free time? Do you like watching TV?

What kind of programmes on TV do you often watch? Do you kike cartoon?

What about Tom and jerry?

I think it is an interesting film. Do you agree with me?

1. Checking the old lesson

- Write vocabulary.

- Read about two famous TV programmes for children again.

3. New lesson

What kind of programme do you like best? Why?

Do you often watch this programme ? When?

Who do you watch with?

2. Practice

• • Ss do this task in pairs
  • Check in pairs
  • Have some pairs of Ss ask and answer before the class.

1. What is the event in the Sports programme today?
2. What’s the name of the comedy?
3. Can we watch a game show after 10 o’clock?
4. What is the content of the Animals programme?
5. Is Jupiter the name of a science programme?
   • T corrects
   • Have two Ss write the answer on the board again
   • Another Ss copy in notebook

* T asks Ss to read the information in part 3

• • Ss find out information and underline them.
  • Have some Ss do in front of the class.
  • Ss remarks and T give correct key.

T asks Sts:

Do you like TV?

What do you often watch on TV? What is your favourite programme? Why do you like it?

- T gives a topic:

"Tell your group about your favorite TV programme." Your talk should include the following information:

the channel it is on

the name of the programme

Answer the following questions about the schedule

+ Wheelbarrow

+ The Parrot Instructor

+ Yes, we can

+ A documentary about the colorful living world in the Pacific

+ No, it isn't.

Read the information about the people below and choose the best programme for each.

• 1. Phong: Science: Journey to Jupiter
  2. Bob: Comedy: The Parrot Instructor
  3. Nga: Game show : Children are always right
  4. Minh: Sports: Wheel barrow Races
  5. Linh: Animals: Ocean life

II. Speaking:

• Work in groups

Tell your group about your favorite TV programme. Your talk should include the following information: the name of the programme

the channel it is on

the content of the programme

the content of the programme

the reason you like it

Consolidation

Teacher retells main points of the lesson.

Homework

• • Prepare for the next lesson: Unit 7: Skills 2.
  • Learn by heart all the new words

- Do Ex D1, 2, 3 (WB).

Unit 7: TELEVISION

Lesson 6: Skills 2

1. Aims

To help students develop writing skill, listening skill.

Objectives

By the end of the lesson students will be able to:

• • Listen for specific information from a recommended TV schedule.
  • Write a short guided passage about one’s TV-watching habits.

Materials

• • Text book
  • Board, chalk,...
  • A cassette and an audio compact disc.

Anticipated problems

It is rather difficult for weak Ss to express their ideas.

Procedure

1. Warmer
   • Greeting.
   • Checking attendance.
   • Asking for the teaching date.

Revision

Chatting

? Do you like watching TV?

? How many hours a day do you watch TV?

? Do you watch TV when you are eating? Learning lessons?

? What kind of programme do you watch most?

? Do you leave your TV on when you are not watching it?

- Teacher - Students.

1. New lesson

and choose the most appropriate answer for him/her.

• Check on Ss’ answers.
• T helps Ss organize their ideas for writing then asks them to look at the suggested structure for the writing.

I do not watch much TV. I only spend one or two hours a day watching TV. I spend most of my free time on outdoor activities. I usually watch the VTV news on VTV1 channel. I usually turn off the TV when I do not watch it. I think I have good TV watching habits.

1. Consolidation

-Summarize the main point of the lesson.

Homework

• • Prepare for the next lesson: Unit 7: Looking back & Project.
  • Do Ex E1, 2 (WB)

Unit 7: TELEVISION

Unit 7: Looking back & project

1. Aims

To help students produce the language from the previous sections and link with the topics.

Objectives

By the end of the lesson students will be able to:

• • Revise and make the use of all the target knowledge in unit 7.
  • Do a project about the importance of TV.

Materials

• • Text book
  • Board, chalk,...

Anticipated problems

It is rather difficult for Ss to make use of all the content of this unit.

Procedure

1. Warmer
   • Greeting.
   • Checking attendance.
   • Asking for the teaching date.

Revision

-Ss write as many words as possible

1. New lesson

• Ask Ss to practice the conversation in pairs.
• Ss use the target language they have learnt and the conversation in 5 to make their own conversation.

**PROJECT

-Ss work in groups, interview their friends using the given questions.

• Ss report their result to the class.

6. Make a conversation:

HOW IMPORTANT IS TV TO YOU?

Consolidation

-Summarize the main point of the lesson.

Homework

• • Prepare for the next lesson: Unit 8: Getting started.

UNIT 8: SPORTS AND GAMES

Lesson 1: Getting started

1. Aims

By the end of the lesson, ss will be able to listen and read for specific information then practice listening and speaking with the lexical items related to the topic "Sports and Games".

Objectives

• • Vocab: Sports and games
  • Grammar: The past simple, imperatives.

Materials

• • Text book
  • Board, chalk,...
  • A cassette and an audio compact disk.

Anticipated problems

There may not be enough time for all the activities.

Procedure

1. Warmer
   • Greeting.
   • Checking attendance.
   • Asking for the teaching date.

Revision

Chatting

- Teacher asks whether students have any questions about the exercise in the workbook or not.

+ Do you like sports?

+ Which sport do you like best?

+ When do you usually play it?

+ Which channel do you usually watch it on TV?

+ Who do you play it with?

New lesson

• Ask the teacher any difficult questions that they can’t answer.
• Listen and answer.

goodbye.

• T plays the recording. Ss listen and repeat.
• T checks and corrects their pronunciation.
• T gives Ss the meaning of the words.

Matching

• Teacher gives feedback.

* Watch out

• T help Ss differentiate between a sport and a game.
• T asks Ss to read the words in part 2 again.

Ss work in pairs

• T asks Ss to put the words from 2 in the correct groups.
• Have some Ss write on the board.
• T corrects
• Ss do this task individually.
• Have some Ss do in front of the class.
• Some Ss may write the answers on the board.
• T gives them the correct answers.
• T calls some Ss to read this task again.

III. Production

• Let Ss work in pairs asking and answering the questions
• Encourage Ss who finish early to think of more questions that could be on the quiz.
• Some of the groups may report their results before the class.
• T may want to find out how sporty the class is and write the results on the board.

student.

+ great

+ See you then

Eg:

+ S5: Hello. How are you S6: I'm fine , thank you.

S5: This weekend is free. Would you like to go to the cinema with me?

S6: Ok. What time?

S5: At 7.30 in front of the cinema. S6. Great. See you then

Listen and repeat these words and phrases

1. Using the words in 2, name these sports and games.

1. cycling 2. table tennis 3. running

4. swimming 5. chess 6. skiing

+ A sport: an activity that you do for your pleasure and that needs physical exercise

+ A game: an activity or a sport with rules in which people or teams compete against each other.

Put the words from 2 in the correct groups.

• Play: chess, table tennis, volleyball, tennis.
• Do: boxing, aerobics, karate.
• Go: fishing, cycling, swimming, running, skiing

Complete the sentences with the verbs: play, do, go, watch, like.

1. do
2. is watching
3. goes
4. likes
5. played

Work in pairs. Ask and answer the questions.

• Note
• If your answers to the questions mostly “A”, you are sporty. If your answers mostly “B”, do more sport and try to be more attractive.

Consolidation

• • • Teacher gets students to retell the aims of the lesson.

Homework

• • • Prepare for the next lesson: Unit 8: Closer look 1.
    • Learn by heart all new words

UNIT 8: SPORTS AND GAMES

Lesson 2: A closer look 1

1. Aims

By the end of the lesson, ss will be able to pronounce correctly the sounds

/eə/ and /iə/ in isolation and in context; Use the lexical items related to the topic “Sports and games”.

Objectives

• • Vocab: sports and games.
  • Grammar: Use the combination: go, play, do + N/V-ing.
  • Pronunciation: / eə, iə /.

Materials

• • Text book
  • Board, chalk,...
  • A cassette and an audio compact disk.

Anticipated problems

There may not be enough time for all the activities.

Procedure

1. Warmer
   • Greeting.
   • Checking attendance.
   • Asking for the teaching date.

* Check old lesson

• T gets one student to go to the board to write new words
• T gets the other student to read the
• Make comment
• Make comment

2. Revision

dialogue and answer the questions.

New lesson

1. Consolidation
   • Teacher gets students to retell the aims of the lesson.

Homework

• • Prepare for the next lesson: Unit 8: Closer look 2.

- Do exercise A1, 2 (p.10), B1, 2, 3, 4 (P.10, 11) workbook.

UNIT 8: SPORTS AND GAMES

Lesson 3: A closer look 2

1. Aims

By the end of the lesson, ss will be able to:

• • Use the past simple tense to talk about a finished action in the past.
  • Use imperatives to tell somebody to do something or to give direct order.

Objectives

• • Grammar: The past simple, imperatives
  • Structure: Imperatives....

Materials

• • Text book
  • Board, chalk,...

Anticipated problems

There may not be enough time for all the activities.

Procedure

1. Warmer
   • Greeting.
   • Checking attendance.
   • Asking for the teaching date.

Revision

• • Teacher checks Ss’ homework.

+ One student goes to the board to write new words and practise reading the two sound /eə/ and /iə/.

• • Get one student to read the dialogue (Listen and read) by heart.
  • Teacher check with students.

New lesson

about past actions.

• • Teacher asks students to give the rule and use of the past simple themselves.
  • Get Ss to study the grammar box. Teacher explains what students don’t understand.
  • Let Ss work in pairs.
  • Correct Ss’ mistakes.
  • Let Ss work individually. Teacher corrects their answers and may call on some Ss to say their answers for the class separately.
  • Teacher give explanations if necessary.
  • Divide Ss in to groups of 4.
  • Teacher gets some advanced students to report to the class about one of their friends.
  • Teacher tell the form and the use of imperatives and give some examples.
  • Ss work individually.

-Go round and correct mistakes or give help when necessary.

• • Let Ss work in pairs taking turns telling their friend what to do and not to do at the gym.

+ Notes: The spelling rules of “-ed” form.

• Watch out !
• Irregular past form of English words: Do - did be - was/were

Have - had eat - ate...

II. Practice

• Activity 1

1. were 2. was 3. was - did - was

4. Did - were - did - was

Activity 2. Gap fill

• Activity 3. Group work

(Ss take turns asking and answering about their last weekend.)

Imperatives

• We use imperatives to tell someone to do something or to give a direct order.

Negative: V! Negative: Don’t + V! Ex: Keep silent!

Don’t talk in class!

Activity 4. Make imperative sentences

1. Take your umbrella.
2. Please don’t litter. 4. .don’t train too hard.
3. Please hurry up. 5. Put on your coat.

Activity 5. Group work

Tell your friends what to do and what not to do at the gym.

Pay your fee first!

Put on your sports shoes!

Listen to the instructor carefully! Don’t litter!

Don’t eat or drink at the gym!

Consolidation

• • Teacher gets students to retell the aims of the lesson.

Homework

• • Prepare for the next lesson: Unit 8: Communication.
  • Do exercise B5, B6, B7 (p.12) (Workbook).

UNIT 8: SPORTS AND GAMES

Lesson 4: Communication

• 1. Aims

By the end of this lesson students will be able to:

• • • Know more about the names and things of the sports
    • Ask and answer about the sports
    • Talk about the activities/ sports/ games they do in their spare time.

Objectives

• • • Vocab: Sports and games.
    • Practise speaking skills.

Materials

• • • Text book
    • Board, chalk,...

Anticipated problems

Students may find it difficult to use English to express their idea.

Procedure

1. Warmer
   • Greeting.
   • Checking attendance.
   • Asking for the teaching date.

Revision

* Chatting

• T gives a picture of the football players in the stadium and asks some Ss
• Correct mistakes.

T: Who are they on the ground? S1: They are football players.

T: How many people are there in this picture?

S2: There are………

T: What colour are their clothes they are wearing?

S3: They are wearing red shorts and white T- shirts.

T: Where are they standing ?

S4: They are standing on the football yard.

1. New lesson

Consolidation

Teacher retells main points of the lesson.

Homework

• • Prepare for the next lesson: Unit 8: Skills 1.
  • Learn by heart all the new words
  • Do Ex C1, 2 (WB)

UNIT 8: SPORTS AND GAMES

Lesson 5: Skills 1

1. Aims

Reading for information about famous sports people.

Talking about the activities/sports/games they do in their spare time.

Objectives

By the end of the lesson students will be able to:

• • Read for information about famous sports people.
  • Talk about the activities/sports/games they do in their spare time.
  • Practise speaking and reading skills.

Materials

• • Text book
  • Board, chalk,...

Anticipated problems

Weak students may find it difficult to catch up with the whole class.

Procedure

1. Warmer
   • Greeting.
   • Checking attendance.
   • Asking for the teaching date.

Revision

• • Teacher checks Ss’ home work.

New lesson

S: Read the text in silence and check the answers

S: Read the text in silence S: Ask and answer the questions in pairs

S1: When was Pele born? S2: He was born on October 21, 1940

………………………………

S: Work individually and tick the right column.

T: Get some Ss to give the answer.

S1: Why do you often play badminton?

S2: I often play badminton because when I play it I can make a lot of friends and I can keep fit. It is easy to play.

- T moves around and checks.

Consolidation

- regard(v): coi như là

Read and check.

Possible answers:

• 1. Pele is the best football player in the world.
  2. He comes from Brazil.
  3. He was famous in the world.
  4. He scored many goals

d. He is regarded as the King of football.

Comprehension question.

Questions and the answers:

• 1. When was Pele born?

He was born on October 21, 1940

• 1. Why was he famous in the world? Because he is the best football player all the time.
  2. In 1999
  3. How many goals did he score? 1,281 goals.
  4. Yes, he is

II. SPEAKING

1. Grid. (Act 4 P.22)
2. Work in groups.

Discuss the question in group

What kind of sports/games do you do most often? Why?

S3: Why do you often play soccer?

S4: I often play soccer because it is a popular sport . I can play and watch it everywhere. I can play it with many people.

…………………………….

Work in pairs.

Ask and answer the given questions. S1: Do you like sport?

S2: Yes, I do

S1: Which sport do you play? S2: I play football

………………………….

Teacher gets students to retell what they have learnt.

Homework

• • Prepare for the next lesson: Unit 8: Skills 2.
  • Do Ex D1, 2 (WB)

UNIT 8: SPORTS AND GAMES

Lesson 6: Skills 2

1. Aims

Listen to get information about the sports/games people play. Write a paragraph about the sport/game they like.

Objectives

By the end of the lesson students will be able to:

• • Listen to get information about the sports/games people play.
  • Write a paragraph about the sport/game they like.
  • Practise listening and writing skills.

Materials

• • Text book
  • Board, chalk,...
  • A cassette and an audio disk.

Anticipated problems

Weak students may find it difficult to catch up with the whole class.

Procedure

1. Warmer
   • Greeting.
   • Checking attendance.
   • Asking for the teaching date.

Revision

• • Teacher checks Ss’ homework.
  • Get one student to go to the board to read the text then answer teacher’s questions.

New lesson

+ Teacher plays the recording once only for Ss to listen and check their predictions.

+ Teacher plays the recording again. While Ss listen, they have to write down T or F.

+ Play the recording the third time for students to fill the blanks.

+ Ss share their answers with a partner.

+ T plays the recording again for Ss to listen and check.

• Brainstorm with Ss for necessary language. Allow Ss to refer to the reading and other sections for useful language. Note interesting expressions and language on the board.
• Tell Ss to write a draft first.
• Ss write a paragraph of about 80 - 120 words.
• Tell Ss to pay special attention to punctuation, structural elements, linking words...
• Teacher may collect some Ss’ writing papers and mark them, then give comments to the class.

Consolidation

- They are about Hai, Alice, Bill and Trung.

T/F statements (Ex2 P. 23)

1F 2T 3T 4F 5T

Gap fill (Ex 3 P. 23)

1. club 2. play

3. watching 4. Bill

1. goes

II. WRITING

Write about a sport/game you like. Use your own ideas and the following cue:

• Name of the sport/game.
• Is it a team or an individual sport/game?
• How long does it last?
• How many players are there?
• Does it need any equipment?

My name is Linh. I am not a very sporty person but I love playing games, especially intelligence games. Of all the games I play, I love playing Chinese chess the best. It is an individual game. One player plays against the other. How long it lasts depends on the two players. This game is very popular in Asia especially in China and Vietnam. It only needs a chessboard and thirty-two chessmen. To play the game well, you need a little intelligence and ruse. Playing Chinese chess helps me improve my intelligence....

Teacher gets students to retell what they have learnt.

Homework

• • • Prepare for the next lesson: Unit 8: Looking back & Project.
    • Rewrite the paragraph.
    • Do Ex E1, 2 (WB)

UNIT 8: SPORTS AND GAMES

Lesson 7: Looking back & project

1. Aims

To help students recycle the language from the previous sections and link with the topic: Sports and games.

Objectives

By the end of the lesson students will be able to:

• • Revise and make the use of all the target knowledge in unit 8.
  • Use English to talk about some traditional games they play.

Materials

• • Text book
  • Board, chalk,...

Anticipated problems

It is rather difficult for Ss to make use of all the content of this unit.

Procedure

1. Warmer
   • Greeting.
   • Checking attendance.
   • Asking for the teaching date.

Revision

• • Teacher checks students’ homework.
  • Collect some Ss’ writing to mark.

New lesson

Consolidation

-Summarize the main point of the lesson.

Homework

• • Prepare for the next lesson: Unit 9: Getting started.

UNIT 9: CITIES OF THE WORLD

Lesson 1: Getting started

1. Aims

By the end of the lesson, ss will be able to listen and read for specific information then practice listening and speaking with the lexical items related to the topic "Cities of the world".

Objectives

• • Vocab: Continents, countries, cities and landmarks.
  • Grammar: The present perfect, superlatives of long adjectives.

Materials

• • Text book
  • Board, chalk,...
  • A cassette and an audio compact disk.

Anticipated problems

There may not be enough time for all the activities.

Procedure

1. Warmer
   • Greeting.
   • Checking attendance.
   • Asking for the teaching date.

Chatting

Have you ever been to Brazil?

Do you know about Rio de Janeiro capital? Where is the Big Ben?

- Teacher – Whole class

2. Revision

New lesson

doing?

? What are they looking at?

- Play the recording. Ss listen and read.

Sts practise in pairs. Answer T or F.

Asks to read the dialogue again and do part 2- P27

• Asks sts to read the dialogue again to do the the T/F . Practise saying them together

Practice

* Keys for part 2:

1.F( They are looking at…)

2.F (most of cities) 3.T

4.F(There are more modern..) 5.F( never been to NY)

-answer T’qs

• • Do matching

Keys

1. Asia, Africa
2. Sweden, the USA
3. Hanoi, Nha Trang,…
4. Hanoi,Amsterdam
5. Ben Thanh Market, The lourve
   • get feedback
   • check
   • Work in group of 4
   • Choose a country and ask friends

Which continent is it? What is its capital?

What are its major cities? What is it famous for?

Task 2. Matching

T guides Sts to do ex a.continent

b.coutry c.city d.capital

1. place of interest

Game

• • give instruction
  • guide st to do
  • get feed back

1. Ha Noi
2. Nha Trang 3-Asia

4-Sweden

5-Ben Thanh Market 6-the Louvre

7-Amsterdam 8-Africa

1. the USA 10-Liverpool

Consolidation

• • Teacher gets students to retell the aims of the lesson.

Homework

• • Prepare for the next lesson: Unit 9: Closer look 1.
  • Do exercise B1 (P.16) (Workbook). Learn by heart all new words

UNIT 9: CITIES OF THE WORLD

Lesson 2: A closer look 1

1. Aims

By the end of the lesson, ss will be able to pronounce correctly the sounds

/əu/ and /ai/ in isolation and in context; Use the lexical items related to the topic “Cities of the world”.

Objectives

• • Vocab: Continents, countries, cities and landmarks.
  • Grammar: Superlatives of long adjectives.
  • Pronunciation: / əu, ai /.

Materials

• • Text book
  • Board, chalk,...
  • A cassette and an audio compact disk.

Anticipated problems

There may not be enough time for all the activities.

Procedure

1. Warmer
   • Greeting.
   • Checking attendance.
   • Asking for the teaching date.

* Check old leson

• T gets one student to go to the board to write new words
• T gets the other student to read the dialogue and answer the questions.
• Make comment
• Make comment

2. Revision

3. New lesson

people”.

• • Food: delicious, awful, good, tasty,...
  • Weather: bad, rainy, hot, cold, wet, ...
  • Building: old, modern, tall, new,

...

• • Teacher models the two sounds.
  • Play the recording.
  • Ss work individually then compare in pairs. T checks then gives feedback.
  • Get Ss to read in chorus
  • Have Ss practise the words in bold identifying the sound /əu/ or

/ai/.

• • T plays the recording as many times as necessary. Ss listen and repeat sentence by sentence.

/əu/ and /ai/

Practise sounding out the sounds //əu/ and

/ai/ together.

4. Act 3 (p.28).

1. Listen repeat. (Act 4 P.28) III. Grammar

Superlatives of long adjectives

1. Activity 5 (P.29)
2. Oxford University
3. Shakespeare
4. fish and chips
5. tea
6. watching TV
   • Ss have a quick look at all the pictures. Ss work individually to complete the fact sheet using one of the picture provided.
   • Have Ss work in pairs compare the answers, ask Ss to discuss whether they agree with each other’s answers. Give the reason.
   • Remind Ss of how to form the superlatives of short adjectives.
   • Write the form of the superlative of long adjectives o the board.
   • Ask Ss to read the text (Act 6, P.29) to check their ideas above. Get them to find the superlative of long adj in the text.

Consolidation

• • Teacher gets students to retell the aims of the lesson.

Homework

• • Prepare for the next lesson: Unit 9: Closer look 2.

- Do exercise A1, 2, 3 (p.16), B 2, 3, 4 (P.16, 17) workbook.

UNIT 9: CITIES OF THE WORLD

Lesson 3: A closer look 2

1. Aims

By the end of the lesson, ss will be able to understand and use the present perfect tense.

Objectives

- Grammar: the present perfect tense.

Materials

• • Text book
  • Board, chalk,...
  • A cassette and an audio compact disk.

Anticipated problems

There may not be enough time for all the activities.

Procedure

1. Warmer
   • Greeting.
   • Checking attendance.
   • Asking for the teaching date.

Revision

Check old lesson:

• • S1: write new words.
  • S2: What is the form of the superlatives of adjectives? Give examples.

New lesson

asking Ss questions. Ask Ss to provide the verbs and their past participles.

• • Have Ss write the sentences in full in their notebooks then in pairs, take turns talking about what Tom has done this week.
  • Ss go around the class asking the survey questions.

1. He has read a book.
2. He has eaten “pho”.
3. He has played football.
4. He has got an A+.
5. He has washed his dog.

Activity 4 (P.30): Class survey:

Go around the class asking the survey questions. Find out:

• • One thing that everyone has done.
  • One thing no one has done.

+ Have you ever........?

Consolidation

• • Teacher gets students to retell the aims of the lesson.

Homework

• • Prepare for the next lesson: Unit 9: Communication.
  • Do exercise B5, B6, B7 (p.17, 18) (Workbook).

UNIT 9: CITIES OF THE WORLD

Lesson 4: Communication

1. Aims

Students will able to identify landmarks in cities around the world and compare features of cities around the world.

Objectives

By the end of the lesson, Ss can review superlative adjectives and present perfect to talk about landmarks in cities around the world.

Materials

• • Text book
  • Board, chalk,...

Anticipated problems

Weak Ss may find it difficult to express their idea.

Procedure

1. Warmer
   • Greeting.
   • Checking attendance.
   • Asking for the teaching date.

Revision

• • Check old lesson:

+ Write the form of the present perfect. What is it used for? Give examples.

New lesson

T: asks students to read the texts in the book and guess which landmark from 1 they are.

Ss: work in pairs and read.

T: Calls some students to read and give answer.

Some students give answer.

T: listens, checks and gives correct answer.

Ss: write down.

T: has students read the texts again and then do exercise: write true or false.

Ss: read the texts again and do exercise.

T: calls some students to give answer.

Some students give answer.

T: listens, checks and gives correct answer.

Ss: listen and write.

c. Post-reading

T: controls students to play game. ( each group thinks of a city, a country, or a landmark and give clues to other guess)

T: gives model. Then manages students to play game.

Ss: play game in group.

T: finds the winner and rewards.

1. Big Ben
2. Sydney Opera

House

1. Temple of Literature
2. Eiffel
3. Merlion

Write true (T) or false (F)

1F (The bell in the tower is the largest bell ever made in England.)

2F (It was designed by a Danish architect.) 3T

4F (It is the most visited landmark in the world.)

5F (Quoc Tu Giam is Viet Nam’s first.) 6F ( It has a lion’s head and fish’s body.)

II. Consolidation

Play game

Think of a city, a country, or a landmark. Give clues.

Example:

A: It’s a city. It’s very hot and crowded. B: Is it Tokyo?

A: No, it’s not. It’s in South America. The people there love football.

B: Is it Rio de Janeiro? A: Yes, it is!

Consolidation

• • • Teacher gets students to retell the aims of the lesson.

Homework

• • • Prepare for the next lesson: Unit 9: Skills 1.
    • Do exercise C1, 2 (p.18) (Workbook).

UNIT 9: CITIES OF THE WORLD

Lesson 5: Skills 1

1. Aims

Reading for specific and general information in texts, including postcards. Using the present perfect to talk about experiences.

Objectives

By the end of the lesson students will be able to:

• • Read for specific and general information in texts, including postcards..
  • Use the present perfect to talk about experiences.
  • Practise speaking and reading skills.

Materials

• • Text book
  • Board, chalk,...

Anticipated problems

Weak students may find it difficult to catch up with the whole class.

Procedure

1. Warmer
   • Greeting.
   • Checking attendance.
   • Asking for the teaching date.

Revision

Oral:

T : Look at this postcard: (Ac 1 P.32). T: Postcard: photos on one side, short texts on the other side. It can be sent without envelope.

What is the picture on the postcard of? What do you think is written on this postcard?

What is the purpose of writing and sending postcard while you are on holiday?

• The photo is of Stockholm, Sweden.
• The sender writes about his/her stay in the city.
• We send postcard to tell our family/friends that we are having a good time, but we still miss them and want to send some photos of the place where we are so that, although they can’t be with us there, they can still see how beautiful it is.

1. New lesson

matching the heading.

• T; How the postcard is organized?
• T checks and corrects.

* Speaking.

- Ss can choose one of the cities they have learnt in this unit, or choose a city in Vietnam they like. Ask Ss to imagine they’ve just arrived in that city and want to tell others about it.

- T goes around to observe Ss working. Make sure they speak in full sentences now. Get Ss to join another pair to work in group.

II. SPEAKING

4/ Choose a city....:

Ss work individually answering the questions in the form of notes, but not in full sentences.

5/ Pair work.

- Ss use the notes to tell each other about the city they choose.

Consolidation

Teacher gets students to retell what they have learnt.

Homework

• • Prepare for the next lesson: Unit 9: Skills 2.
  • Learn by heart all the new words
  • Do Ex D1, 2, 3 (WB)

UNIT 9: CITIES OF THE WORLD

Lesson 6: Skills 2

1. Aims

Listen for specific details including facts and figures. Write a holiday postcard.

Objectives

By the end of the lesson students will be able to:

• • Listen for specific details including facts and figures.
  • Write a holiday postcard.
  • Practise listening and writing skills.

Materials

• • Text book
  • Board, chalk,...
  • A cassette and an audio disk.

Anticipated problems

Weak students may find it difficult to catch up with the whole class.

Procedure

1. Warmer
   • Greeting.
   • Checking attendance.
   • Asking for the teaching date.

Revision

• • Teacher checks Ss’ homework.
  • Get one student to go to the board to write new words.

New lesson

contraction is often used in writing postcards to make it short and informal.

• Ask Ss to use the notes they have made in Speaking 4, page 28 to write a postcard to their family or friends.

Remind them how the 5 Ws and 1 H are included in the notes.

• Ss swap and give feedback on each other’s writing once they have finished.

1. We’re in Da Lat!
2. We’re having a good time here!
3. I love Disneyland!
4. You must come!
5. I wish you were here!
6. Write a postcard. July 2, 2014, Dear......,

Sam Son is fantastic! The weather has been perfect. It’s sunny. The hotel is OK. I like sea food!

Consolidation

Teacher gets students to retell what they have learnt.

Homework

• • • Prepare for the next lesson: Unit 9: Looking back & Project.
    • Learn by heart all the new words
    • Do Ex E1, 2, 3 (WB)

UNIT 9: CITIES OF THE WORLD

Lesson 7: Looking back & project

1. Aims

To help students recycle the language from the previous sections and link with the topic: Cities of the world.

Objectives

By the end of the lesson students will be able to:

- Revise and make the use of all the target knowledge in unit 9.

Materials

• • Text book
  • Board, chalk,...

Anticipated problems

It is rather difficult for Ss to make use of all the content of this unit.

Procedure

1. Warmer
   • Greeting.
   • Checking attendance.
   • Asking for the teaching date.

Revision

• • Teacher checks students’ homework.
  • Collect some Ss’ writing to mark.

New lesson

- Students do the project as homework.

A: Oh, you’re a liar!

PROJECT

Consolidation

-Summarize the main point of the lesson.

Homework

• • Prepare for the next lesson: Unit 9: Getting started.

Aims

REVIEW 3

This lesson will help students revise the language they have studied and the skills they have practiced since unit 7.

Objectives

By the end of the lesson, Ss can review the language they have learnt include: pronunciation, vocabulary and grammar they have learnt from unit 7-8-9 by doing exercises.

Materials

• • Text book
  • Board, chalk,...

Anticipated problems

Weak students may find it difficult to catch up with the whole class.

Procedure

1. Warmer
   • Greeting.
   • Checking attendance.
   • Asking for the teaching date.

Revision

1. New lesson

1. e 2. a 3. c 4. b 5. d

Consolidation

Teacher gets students to retell what they have learnt.

Homework

• • Prepare for the next lesson: Review 3: Skills.

Aims

REVIEW 3

(cont.)

This lesson will help students revise the language they have studied and the skills they have practised since unit 7.

Objectives

By the end of the lesson, Ss can review skills( reading, speaking, listening & writing they have learnt from unit 7-8-9 by doing exercises.

Materials

• • Text book
  • Board, chalk,...
  • CD record &cassettes.

Anticipated problems

Weak students may find it difficult to catch up with the whole class.

Procedure

1. Warmer
   • Greeting.
   • Checking attendance.
   • Asking for the teaching date.

Revision

• T checks Ss’ homework.
• Ask if Ss have any questions or not.

- T - Ss

1. New lesson

4. Putting your toes together

• Have Ss take notes in the table and report it to the class.

T plays the recording once for Ss to listen. Play the recording again for Ss to write down their answers. Announce the answers to Ss

Ask Ss to go through the questions and determine what information is needed for the answer.

• Play the recording, ask Ss to listen carefully for specific information.
• Ask Ss to read the table and decide what tense/sentence structure to use for the writing and how the information is organized.
• Let Ss write a passage about Mark and Tim visit last summer.

Speaking:

*Ex3. Ss work in groups interviewing their friends about their likes.

Listening:

Have you ever...?

*Ex4. (individual) KEY :

• 1. competition 2. skiing

3. country 4. Canada

5. cartoon

*Ex5. (individual)

1. running race
2. Thailand
3. Wait and see

Writing:

Last summer, Tim and Mark visited India. The weather there is very hot. They visited Madurai and the capital of India, Delhi. They watched snake performance, visited temples and historic buildings. They also ate kebabs there. It’s very delicious. In India, they met and talked a lot of people. The Indian are very friendly. They love India.

Consolidation

Teacher summaries and review unit 7, 8, 9.

Homework

• • Do the Test yourself 3.
  • Prepare for the written test.

UNIT 10: OUR HOUSES IN THE FUTURE

Lesson 1: Getting started

1. Aims

This lesson will present the vocabulary and grammar items to be learned. Ss then practice listening and speaking with the lexical items related to the topic "Our houses in the future".

Objectives

• • Vocab: types of houses and appliances.
  • Grammar: “will” for the future, “might” for future possibility.

Materials

• • Text book
  • Board, chalk,...
  • A cassette and an audio compact disk.

Anticipated problems

There may not be enough time for all the activities.

Procedure

1. Warmer
   • Greeting.
   • Checking attendance.
   • Asking for the teaching date.

Revision Chatting

• Let Ss review unit 2.
• Write on the board “Our houses in the future”.
• T lets Ss say something about the

houses they are living in and the future - Discuss in group.

they have got.

• T tells them to think about the houses and the appliances they would like to have in the future.

New lesson

necessary.

• Ss read all new words.
• Have some Ss to read before in front of the class.
• T asks Ss to match the together.
• T corrects.
• T lets Ss ask and answer questions about the pictures.
• T asks Ss to write the adjectives that can be used to describe the pictures and share the answers in pairs.
• T can divide the class into groups and ask each group find the adjectives
• T calls some Ss to write their answers on the board.

S1: Which house do you like best?

S2: I like the palace. S1: Why?

S2: Because it is big.

• Have some pairs of Ss to practise.
• T asks Ss to read the phrases aloud.
• T lets Ss tick where they want their houses to be located and tell the group about them.
• Have some Ss to write the sentences on the board.

T divides the class into 4 groups Each group tries to guess where their house is located.

• Eg:

A: Outside my window I can see the beach and the water. I see children playing. Where's my house?

B: It's by the sea. A; Correct!

• skyscraper

1- c 2- a 3- e 4- b 5- d

3a. Work with a partner. What adjectives can you think of to describe the houses in 2?

• big, beautiful, big, tall, nice, large....
• T gives some adjectives if necessary. Eg: big, beautiful, tall, nice, large....
• Ss ask and answer before the class

3b. Ask and answer

S1: Which house do you like best? S2: I like the palace.

S1: Why?

S2: Because it is big.

Read the phrases aloud. Tick the place where you want your future house to be located and write sentences.

1. Game: Outside my window

• Eg:

A: Outside my window I can see the beach and the water. I see children playing. Where's my house?

B: It's by the sea. A: Correct!

Consolidation

• • Teacher gets students to retell the aims of the lesson.

Homework

• • Prepare for the next lesson: Unit 10: A closer look 1.
  • Practise reading the dialogue fluently.
  • Learn by heart all new words.

UNIT 10: OUR HOUSES IN THE FUTURE

Lesson 2: A closer look 1

1. Aims

By the end of the lesson, ss will be able to pronounce correctly the sounds

/dr/ and /tr/ in isolation and in context; Use the lexical items related to the topic “Our house in the future”.

Objectives

• • Vocab: Types of houses and appliances.
  • Pronunciation: /dr, tr/.

Materials

• • Text book
  • Board, chalk,...
  • A cassette and an audio compact disk.

Anticipated problems

There may not be enough time for all the activities.

Procedure

1. Warmer
   • Greeting.
   • Checking attendance.
   • Asking for the teaching date.

Revision

• • T checks Ss’ homework.
  • Ask if Ss have any questions or not.

New lesson

• • Ss work individually.
  • Ask Ss to read the example first. Tell them to role-play the conversation using the information in 2

T notices the way to read the sounds.

• • Play the recording twice. Ss listen and repeat the chants sentence by sentence. Help Ss recognize the two sounds then practise them together.

Key:

1c 2d 3b 4e 5a

Role play

II. Pronunciation

/dr/ and /tr/

Practise sounding out the sounds /dr/ and

/tr/ together.

1. Listen and write the words with the sound /dr/ and /tr/.

• Sound /dr/: drive, drop, drip, dripping
• Sound /tr/: countryside, travel, train, tractor

1. Practise the sounds /dr/ and /tr/.
   • Let Ss read the words in the table again, ask them to pay attention to the sounds /dr/ and

/tr/.

Consolidation

• • Teacher gets students to retell the aims of the lesson.

Homework

• • Prepare for the next lesson: Unit 10 : Closer look 2.
  • Do exercise A1, 2 (p.26), B1, 2 (P.27) workbook.

UNIT 10: OUR HOUSES IN THE FUTURE

Lesson 3: A closer look 2

1. Aims

By the end of the lesson, ss will be able to:

• • Use Will to talk about future action.
  • Use might to talk about future possibility.

Objectives

• • Grammar: The future simple.

Materials

• • Text book
  • Board, chalk,...

Anticipated problems

There may not be enough time for all the activities.

Procedure

1. Warmer
   • Greeting.
   • Checking attendance.
   • Asking for the teaching date.

Revision

• • Teacher checks Ss’ homework.

+ One student goes to the board to write new words and practise reading the two sound /dr/ and /tr/.

• • Get one student to read the dialogue (Listen and read) by heart.
  • Teacher check with students.

New lesson

• Divide Ss in to groups of 4.
• Teacher gets some advanced students to report to the class.
• Teacher explain how Might + V is used and how it is formed.
• Get Ss to study the grammar box. Teacher explains what students don’t understand.

.

• Play the recording and ask Ss to listen and read the poems, focusing on the rhythm and intonation. Ask Ss to read the poem individually and underline all the phrases “might + V”
• Ss share the answers with a partner.
• Have Ss study the example first. Then ask them to think about what they might do or have in the future. Finally, Ss share their ideas with their classmates. They may use the ideas in 2 and/or 4.

do in the future? What won’t they do? Using the phrases in 2.

Ex: Robots will cook the meals.

Robots won’t take care of children.

Might for future possibility

• We use might + V to talk about actions that are possible in the future (We are not sure if they will happen or not).

Activity 4. Make imperative sentences

• Activity 5. Group work

Think about what you might do or have in the future. Share your ideas with your classmates. Ex:

I might have a smart phone to surf the Internet.

Consolidation

• • Teacher gets students to retell the aims of the lesson.

Homework

• • Prepare for the next lesson: Unit 10: Communication.
  • Do exercise B3, 4, 5, 6, 7(p.27-28) (Workbook).

UNIT 10: OUR HOUSES IN THE FUTURE

Lesson 4: Communication

1. Aims

Students can use “simple future tense” or “might” to talk about things or home in the future through communication activities.

Objectives

By the end of the lesson, Ss can use “simple future tense” or “might” to talk about things or home in the future through communication activities.

Materials

• • Text book
  • Board, chalk,...

Anticipated problems

Weak Ss may find it difficult to express their idea.

Procedure

1. Warmer
   • Greeting.
   • Checking attendance.
   • Asking for the teaching date.

Chatting

+ What might We do in the future? Write sts’ answers on the board quickly

Ask sts to give their discussion on these answers

Ask them to read these answers aloud Repeat the use of ‘ might/ will?

Sts take turn to answer the questions

2. Revision

will, might” in their conversation Ask sts to work in pairs aloud

Pay attention to their pronunciation

Consolidation

• • Teacher gets students to retell the aims of the lesson.

Homework

• • Prepare for the next lesson: Unit 10: Skills 1.
  • Do exercise C1, 2 (p.28-29) (Workbook).

UNIT 10: OUR HOUSES IN THE FUTURE

Lesson 5: Skills 1

1. Aims

Reading for specific information about houses in the future and future appliance.

Talking about houses in the future(types, locations, surroundings, rooms, appliances).

Objectives

By the end of the lesson students will be able to:

• • Read for specific information about houses in the future and future appliance.
  • Talk about houses in the future.
  • Practise speaking and reading skills.

Materials

• • Text book
  • Board, chalk,...

Anticipated problems

Weak students may find it difficult to catch up with the whole class.

Procedure

1. Warmer
   • Greeting.
   • Checking attendance.
   • Asking for the teaching date.

Revision

• • Teacher checks Ss’ home work.

New lesson

• Ss copy down.
• T: Please draw your future house ( don’t show your partner) and then describe it.

Eg: My house will be

• T asks Ss to work in pairs and follow the instructions.

+ Ss describe their house to their partner and the other will draw the house.

• T asks Ss to draw the appliances in their future bedroom.
• Let Ss discuss their work as given in the example.
• Have some pairs to talk in front of the class.
• T can help, guide the class to give their feedback.

- T has ss tell about things they will have and what will it be used to do.

Consolidation

house

Eg: My house will be on the Moon. It will be large and comfortable.

There will be some big trees around it …

Work in groups. Draw the appliances in your future bedroom then talk about them to the groups.

* suggested ideas:

• solar energy...
• surf the internet...
• will help me (to) do…
  • order food from...

Eg: I will have a smart phone to talk to my friends on others planets.

Teacher gets students to retell what they have learnt.

Homework

• • Prepare for the next lesson: Unit 10: Skills 2.
  • Do Ex D1, 2 (WB)

UNIT 10: OUR HOUSES IN THE FUTURE

Lesson 6: Skills 2

1. Aims

To help students develop writing skill, listening skill.

Objectives

By the end of the lesson students will be able to:

• • Listen to an interview about a house in the future.
  • Write about a dream house.

Materials

• • Text book
  • Board, chalk,...
  • A cassette and an audio compact disc.

Anticipated problems

It is rather difficult for weak Ss to express their ideas.

Procedure

1. Warmer
   • Greeting.
   • Checking attendance.
   • Asking for the teaching date.

Revision

Brainstorming

• T asks Sts to work in groups to write all the dream houses, then go to the board to write down.
• T gives suggestions.
• palace - skyscraper - apartment
• UFO - motor home
• space houseboat - villa - flat

Your dream house

1. New lesson

• • • Ss check their answers each other
    • T calls Ss to give their answer to the class and correct the mistakes where necessary.

B. Writing:

* Pre-writing:

• • • T divides the class into six groups
    • Each groups has to discuss their dream houses
    • T can give some suggested ideas
    • Ss answer the questions in the part 3
    • Ss fill the table, using the main information they have discussed in 3.
    • T goes around the classroom and check their answers

Work in pairs. Discuss the following ideas about your dream house

• What type of dream house is it?
• Where is it located?
• What is there surrounding it?
• What is it like?
• Do you love your dream house?

Now fill in the table about your dream house

Ss to write about the dream house.

* While- writing:

• • T checks the writing of students
  • T repeats some important structures when writing about the dream house.

Consolidation

-Summarize the main point of the lesson.

Homework

• • Prepare for the next lesson: Unit 10: Looking back & Project.
  • Do Ex E1, 2 (WB)

UNIT 10: OUR HOUSES IN THE FUTURE

Lesson 7: Looking back & project

1. Aims

To help students recycle the language from the previous sections and link with the topic: Our houses in the future.

Objectives

By the end of the lesson students will be able to:

• • Revise and make the use of all the target knowledge in unit 10.
  • Use will to talk about their future appliance.

Materials

• • Text book
  • Board, chalk,...

Anticipated problems

It is rather difficult for Ss to make use of all the content of this unit.

Procedure

1. Warmer
   • Greeting.
   • Checking attendance.
   • Asking for the teaching date.

Revision

• • Teacher checks students’ homework.
  • Get two teams to name appliances in the home.

New lesson

• Ss read the conversation in the example then role play, using the information in 2.
• Have Ss write one of the conversations in their notebooks.

Think about an appliance you would like to have in the future. Write details about the appliance.

(Ss may do this at home)

Pair work

Example:

1. A: Will robots clean your house in the future?

B: Yes, they will.

1. A: Will super cars run on water in the future?

B: No, they won’t.

• • Project: My future appliance

I will have a robot. It will help me take care of the flowers in the garden.

1. Consolidation

-Summarize the main point of the lesson.

Homework

• • Prepare for the next lesson: Unit 11: Getting started.
  • What can you do to make our world greener?

REVIEW 4

1. Aims

This lesson will help students revise the language they have studied and the skills they have practised since unit 10.

Objectives

By the end of the lesson, Ss can review the language they have learnt include: pronunciation, vocabulary and grammar they have learnt from unit 10, 11, 12 by doing exercises.

Materials

• • Text book
  • Board, chalk,...

Anticipated problems

Weak students may find it difficult to catch up with the whole class.

Procedure

1. Warmer
   • Greeting.
   • Checking attendance.
   • Asking for the teaching date.

Revision

Could

Brainstorming:

-Have Ss work in 2 teams.

-Teacher checks with whole class.

Conditional sentence type 1

Will be able to

What you have learnt

in units 10-12?

`

1. New lesson

Consolidation

• T elicits from Ss the form and

the use of might. Ask Ss to tell the differences between the use uf will and might.

• Call a student to do the exercise on the board while other students do it.
• Ss do this task in pairs.
• T checks with whole class.
• Ask some pairs to act out the short conversations.

D. Everyday English

Activity 7

do the task in pairs

1. a

2. c 3. b

Teacher gets students to retell what they have learnt.

Homework

• • Prepare for the next lesson: Review 4: Skills.

REVIEW 4

1. Aims

This lesson will help students revise the language they have studied and the skills they have practised since unit 10.

Objectives

By the end of the lesson, Ss can review skills( reading, speaking, listening & writing they have learnt from unit 10, 11, 12 by doing exercises.

Materials

• • Text book
  • Board, chalk,...
  • CD record &cassettes.

Anticipated problems

Weak students may find it difficult to catch up with the whole class.

Procedure

1. Warmer
   • Greeting.
   • Checking attendance.
   • Asking for the teaching date.

Revision

• T checks Ss’ homework.
• Ask if Ss have any questions or not.

- T - Ss

1. New lesson

board.

- Have Ss write the draft first, then ask them to write their final version in class or at home.

1. Consolidation

Teacher summaries and review unit 10, 11, 12.

Homework

• • Do the Test yourself 4.
  • Prepare for the written second semester test.

UNIT 11: OUR GREENER WORLD

Lesson 1: Getting started

1. Aims

This lesson will present the vocabulary and grammar items to be learned. Ss then practice listening and speaking with the lexical items related to the topic "Our greener world".

Objectives

• • Vocab: Things that can be reduced, reused and recycled, environmental problems and their effects.
  • Grammar: Conditional sentence type 1.

Materials

• • Text book
  • Board, chalk,...
  • A cassette and an audio compact disk.

Anticipated problems

There may not be enough time for all the activities.

Procedure

1. Warmer
   • Greeting.
   • Checking attendance.
   • Asking for the teaching date.

Revision

Chatting

• • Asks students to go to the board to correct the homework.
  • Who can tell me how to make our world green?

S: plant trees

Collect paper/ bottles and cans/ ....

Reducing/ reusing / recycling

Give the correction( write a poster for his/ her future appliance)

• Discuss in group.

New lesson

again to find the expression. Ask Ss to guess the meaning. Explain the meaning if necessary.

• Ss work in pairs.

Says to students about the environmental problems today on page 49. Then asks the students to look at the picture and write each problem in the box under the picture.

+ Ask students to do exercise “2” in the book in groups in 2 minutes. Saying about the environmental problems today and write the environmental problems under the picture

+ Call students to go to the board to do in 2 minutes

+ Call some others to stand up and give the answers ( one by one)

+ Give the correction if necessary.

+ Teacher ask students to listen carefully to check the answers

+ Teacher ask students to listen again and repeat the answers.

+ Call some students to stand up and read again

• Ask Ss to read the “Watch out” box. T makes example of the two structures.
• Ss work in pairs to complete the exercise.

+ Ask a student to read the rule on page 49

Divide the class into 2 teams to write down as many effects of the environmental problems today in 5 minutes

+ Teacher give out the remark.

Find the expressions

• 1. I understand.
  2. used to introduce a new subject for consideration or to give further information.
  3. used to say “no” or “not” strongly (can also be used to mean “No problem”)

Gap fill

• 1. I see 2. Not at all 3. By the way

There are a lot of environmental problems today. Write each problem in the box under the picture.

Key:

• 1. soil pollution
  2. deforestation
  3. water pollution
  4. noise pollution
  5. air pollution

Now, listen, check and repeat the answers

1. Match the causes in column A with the effects in column B

• to make sb do sth
• to cause sth

Key: 1b 2d 3e 4c 5a

Game: Which group is the winner?

+ student listen to the rule on page 49

• write down as many effects of the environmental problems today in 5 minutes
• Make at least 5 sentences with 5 effects using the structures in 4.

Consolidation

• • Teacher gets students to retell the aims of the lesson.

Homework

• • Prepare for the next lesson: Unit 11: A closer look 1.
  • Practise reading the dialogue fluently.
  • Learn by heart all new words.

UNIT 11: OUR GREENER WORLD

Lesson 2: A closer look 1

1. Aims

By the end of the lesson, ss will be able to:

• • Pronounce correctly the sounds / ɑ: / and / æ / in isolation and in context; Practise some words about things that can be reduced, reused and recycled.
  • Improve their listening skill, writing skill and pronunciation.

Objectives

• • Vocab: Things that can be reduced, reused and recycled...
  • Phonetics: Practise the sounds: / ɑ: / and / æ /.

Materials

• • Text book
  • Board, chalk,...
  • A cassette and an audio compact disk.

Anticipated problems

Students may get confused when practising the sound / ɑ: / and / æ /.

Procedure

1. Warmer
   • Greeting.
   • Checking attendance.
   • Asking for the teaching date.

Revision

• • Teacher checks students’ homework:

+ Write new words

+ Read the dialogue

New lesson

Consolidation

Teacher gets students to retell how to make sound /ɑ:/ and / æ /.

Homework

• • Prepare for the next lesson: Unit 11: Closer look 2.
  • Learn by heart all the new words

- Do Ex A1,2 P32, B1,2 P33,34 (WB)

UNIT 11: OUR GREENER WORLD

Lesson 3: A closer look 2

1. Aims

By the end of the lesson, ss will be able to use conditional sentence type 1 correctly and appropriately.

Objectives

- Grammar: Conditional type 1

Materials

• • Text book
  • Board, chalk,...

Anticipated problems

There may not be enough time for all the activities.

Procedure

1. Warmer
   • Greeting.
   • Checking attendance.
   • Asking for the teaching date.

Revision

• • Teacher checks Ss’ homework.

+ One student goes to the board to write new words and practise reading the two sound /ɑ:/ and / æ /.

• • Get one student to read the dialogue (Listen and read) by heart.
  • Teacher check with students.

New lesson

sentences on the board

- Call others to remark

- Teacher gives the correct answers

will have to turn off your appliances when you don’t use them.

Consolidation

• • Teacher gets students to retell the aims of the lesson.

Homework

• • Prepare for the next lesson: Unit 11: Communication.
  • Do exercise B3, B4, B5 (p.34, 35) (Workbook).

UNIT 11: OUR GREENER WORLD

Lesson 4: Communication

1. Aims

Students can use “conditional sentences – type 1” and questions to ask about frequency to talk about ways to “go green”.

Objectives

By the end of the lesson, Ss can use “conditional sentences – type 1” and questions to ask about frequency to talk about ways to “go green”.

Materials

• • Text book
  • Board, chalk...

Anticipated problems

Weak Ss may find it difficult to express their idea.

Procedure

1. Warmer
   • Greeting.
   • Checking attendance.
   • Asking for the teaching date.

Chatting

• T: Our environment is polluting.

? What can we do to protect the environment?

• T let sts to give students ‘answers freely.

T says: If you do all of things, you can make our environment green and beautiful.

Ss answer: We can:

+ Reduce rubbish.

+ Reuse old bottles, can, paper…

+ Recycle broken glass, plastic bottles, bags and cans, paper……

+ Plant more trees……

2. Revision

New lesson

points?

? How many people have from 10 to14 points?

? How many people have from 1 to 5 points?

3. Work in groups:

• T asks students to work in groups to find other questions to add to the survey.

-Students work in groups.

• T writes some questions of some groups on the board.

-Students give questions.

• T guides students to vote for the best questions.

air pollution?

P3: What do we have to do to reduce soil pollution?

P4: What can we do to protect our environment?

P5: Can you save energy?

1. Consolidation
   • Teacher gets students to retell the aims of the lesson.

Homework

• • Prepare for the next lesson: Unit 11: Skills 1.
  • Do exercise C1, 2 (p.35-36) (Workbook).

UNIT 11: OUR GREENER WORLD

Lesson 5: Skills 1

1. Aims

Reading for specific information about tips on how to be “green”. Talking about ways to “go green”.

Objectives

By the end of the lesson students will be able to:

• • Read for specific information about tips on how to be “green”.
  • Talk about ways to “go green”.
  • Practise speaking and reading skills.

Materials

• • Text book
  • Board, chalk...

Anticipated problems

Weak students may find it difficult to catch up with the whole class.

Procedure

1. Warmer
   • Greeting.
   • Checking attendance.
   • Asking for the teaching date.

Revision

• • Teacher checks Ss’ home work.

New lesson

• • T introduces something about 3Rs club:
• asks Ss to talk something about the environment nowadays.
• asks Ss to read 10 sentences about 3Rs.

T asks Ss to do exercise in part 1.

* concept check:

• meaning, pronunciation
• T asks sts to retell “these words” in which sentences ?
• T corrects the mistakes.
• ask sts to work in groups to do this exercise.

- ask sts match the words with their meaning.

- T can explain some new words if necessary.

T observes and helps sts when necessary

- ask sts read the 3Rs again and answer the questions.

- Ask sts to work in pairs.

- correct.

Let sts practice speaking about discussing with your group and put the tips in order from the easiest to most difficult.

• Ask Ss to work in group to read the 3Rs again and put them in order from the easiest to most difficult.
• Ask Ss to compare the answer with other groups.
• Ask Ss to add more tips to the list.
• T gives some idea.
• T asks Ss to use the items in a,b,c to find creative way to

become “green”.

• watch the pictures
• listen to the teacher.
• read and answer T's asking

Find these words or phrases in the text and underline them ( Page 54):

+ Charity ['t∫æriti](n): Lòng khoan dung; hội từ thiện

+ recycling bin (n): Thùng rác

+ swap [swɔp](v): Trao đổi

+ creative (adj)

+ reusable (adj)

Match the words with their meanings

page 54.

1. creative - unique and interesting.
2. charity - giving things to people in need.
3. Swap - give something to a person and receive something from him/her.
4. resable - can be used again.
5. recycling bins - containers for things that can be recycled.

4. Answer the questions. page 54.

Keys:

1. We will try to put recycling bins in every classroom.
2. We can swap our clothes with your friends or cousins.
3. We can refillable pens and pencils.
4. We can turn the tap off ………
5. We should bring plastic bottles.

II. SPEAKING

1. Work in group.

• Discuss with your group and put the tips in order from the easiest to most difficult.

2- 3- 4- 8 - 1 - 7- 5 - 6 - 10

( clean your school / clean the street/ talk to other people about the importance to the envirnment’s protection/ recycling the old paper, glasses……………..)

The last tip tells you to find creative ways to reuse items before throwing them

reuse them.

1. old envelopes?
2. used water bottles?
3. uesd texbooks?

• Ask Ss to work in group.
• T goes around the class to help the groups.
• Ask groups to compere the answers with the other groups.

away. Can you think of any creative ways to reuse.

a.- recyling the old envelopes.

- using the old envelopes to wrap food.

1. - reusing the used water bottles.
   • recyling them.
   • using them to make small projects
2. used texbooks.
   • using them to wrap food.

- recyling them.

Eg: I will have a smart phone to talk to my friends on others planets.

• 1. Consolidation

Teacher gets students to retell what they have learnt.

Homework

• • • Prepare for the next lesson: Unit 11: Skills 2.
    • Do Ex D1, 2 (WB)

UNIT 11: OUR GREENER WORLD

Lesson 6: Skills 2

1. Aims

To help students develop writing skill, listening skill.

Objectives

By the end of the lesson students will be able to:

- Listen to get specific information about ways to make the school a “green”

place.

• Write a paragraph about ways to make the school a “green” place.

Materials

• • Text book
  • Board, chalk,...
  • A cassette and an audio compact disc.

Anticipated problems

It is rather difficult for weak Ss to express their ideas.

Procedure

1. Warmer
   • Greeting.
   • Checking attendance.
   • Asking for the teaching date.

Revision

• • Teacher checks Ss’ homework.
  • Get one student to go to the board to write new words.
  • Help Ss with their homework if they have any problems.

New lesson

• Tell Ss that 3Rs Club is looking for a new president. Quickly elicit the necessary qualities of the club president from Ss and write them on the board.
• Have Ss read the advertisement for this position. Ask them what they will do if they become the club president.
• Play the recording for Ss to check their guess then compare the answer with a partner.
• T gives feedback.

While- listening:

• Write Ss’ answers on the board.
• Play the recording the last time to confirm the answers for both exercise 1 and 2

B. Writing:

Pre-writing:

• Ask Ss to read the study skill box. Teacher explain the use of connectors to show sequence.
• Ss work in pairs and interview each other to find out the three things they will do if they become the club president.
• Ask Ss to take note about each other’s ideas.

While- writing:

• Ss write their paragraph individually based on the suggestions in the book.
• Ask one student to write the paragraph on the board. Other Ss and teacher give comments on the paragraph on the board.
• T collects some writing to correct at home.
  • Ss read the rubric of the first activity then guess the word/number to fill in each blank.

Key:

1. 6A 2. recycling

3. saving lights 4. book

5. 6E 6. bus

7. gardening 8. uniform

T/F statements.

• • Ss do the exercise individually without listening to the recording.
  • Ss compare their answer in pairs. Key:

1F 2F 3T 4F 5T

II. Writing

Study skill - writing

First - Next - Then - After that - Finally...

1. Interview a classmate... Name:..................................................... Idea 1:.................................................... Idea 2:.................................................... Idea 3:....................................................

Write about your classmate’s idea in

3. Do you think your classmate will be a good club president?

1. His/her name and class
2. Idea 1 + explanation/examples.
3. Idea 2 + explanation/examples.
4. Idea 3 + explanation/examples.
5. Will he/she be a good club president?

Consolidation

-Summarize the main point of the lesson.

Homework

• • • Prepare for the next lesson: Unit 11: Looking back & Project.
    • Do Ex E1, 2 (WB)

UNIT 11: OUR GREENER WORLD

Lesson 7: Looking back & project

1. Aims

To help students recycle the language from the previous sections and link with the topic: Our greener world.

Objectives

By the end of the lesson students will be able to:

• • Revise and make the use of all the target knowledge in unit 11.
  • Use the conditional sentence - type 1 well.

Materials

• • Text book
  • Board, chalk,...

Anticipated problems

Weak students may get confused with the conditional sentence - type 1.

Procedure

1. Warmer
   • Greeting.
   • Checking attendance.
   • Asking for the teaching date.

Revision

• • Teacher checks students’ homework.
  • Get two Ss to go to the board to tell about the conditional sentence type 1.

New lesson

Ss work in pairs asking and answering questions about the 3Rs.

• asks Ss to do the exercise individually. Check the answers with their partners.

Checks with the whole class

• asks Ss to do the exercise individually. Check the answers with their partners.
• T checks with the whole class
• asks Ss to do the exercise individually. Check the answers with their partners.
• T checks with the whole class
• Have SS write on their notebooks.

Ss work in group. One student interview the other three group members and note down their answer. Ask Ss to report the results to the class.

(Ss may do this at home)

A: Can we reduce water use? B: Yes, we can.

A: How?

B: Don’t take a bath.

Activity 3a

1. deforestation 2. air pollution

3. water pollution 4. noise pollution

1. soil pollution

Activity 3b

1b 2e 3a 4c 5d

Grammar

* Activity 4: Gap fill

1. is - will rise 2. rise - will disappear

3. reduce - will have 4. don’t have, will be

5. are - will be

* Activity 5

1. If students recycle and use recycled materials, they will save energy.
2. If we use the car all the time, we will make the air dirty.
3. You will save electricity if you turn off your computer when you don’t use it.
4. People will stop using so much energy if they want to save the environment.
5. What will you do if you see a used can in the road?

Communication Activity 6.

Group work

• • Project: My future appliance

I will have a robot. It will help me take care of the flowers in the garden.

Consolidation

-Summarize the main point of the lesson.

Homework

- Prepare for the next written test.

UNIT 12: ROBOTS

Lesson 1: Getting started

1. Aims

This lesson will present the vocabulary and grammar items to be learned. Ss then practice listening and speaking with the lexical items related to the topic "Robots".

Objectives

• • Vocab: Words to name everyday activities.
  • Grammar: Could for past ability, will be able to for future ability.

Materials

• • Text book
  • Board, chalk,...
  • A cassette and an audio compact disk.

Anticipated problems

There may not be enough time for all the activities.

Procedure

1. Warmer
   • Greeting.
   • Checking attendance.
   • Asking for the teaching date.

Revision Chatting

• Give a picture of “ robot”

-T writes " Robot" on the board.

• Ask Ss what " robot" means to them.
• T explains " robot"
• In this unit we are going to learn about “ robot”
• T asks Ss open their books and start the lesson.
  • Teacher - Students.

New lesson

Let pupils play in groups.

• • • T corrects.
    • Asks the students repeat the example in pairs.
    • T can explain the meaning if necessary.
    • Teacher explains the use and help ss remember the use of can to talk about ability in the present and have some ss give examples. of modal “can”: We use can to talk about ability in the present.
    • Asks a more able to tell what activities in the pictures he/ she can or can’t do.
    • Asks the pupils to do the exercises.

Ss work in pairs.

• • • T goes around to help weaker ss.
    • Asks Ss to move around and ask different classmates different questions
    • Ss go around the class asking the questions.
    • Asks Ss to report the results.
    • Counts the number of Yes answers to each question and find out which sports or games all Ss can play….

activities in 2 and the others try to guess. Then swap.

Example: A: what am I doing?

B: You’re doing the dishes.

A. Yes, that’s right/ No, try again.

Look at the pictures. Tell your partner what you can or can’t do now

Example: I can draw./ I can’t swim.

1. I can play football /I can’t play football.
2. I can climb a mountain./I can’t climb a mountain./
3. I can play the guitar/I can’t play the guitar.
4. I can sing an English song./ I can’t sing an English song.
5. I can + V…./ I can’t+ V….

Class survey:

Teacher go around the class asking these questions. Find out:

• • The sports or games that all people can play.

-The sports or games that some people cannot play.

• • The sports or games that no one can play.

Consolidation

• • Teacher gets students to retell the aims of the lesson.

Homework

• • Prepare for the next lesson: Unit 12: A closer look 1.
  • Practise reading the dialogue fluently.
  • Learn by heart all new words.

UNIT 12: ROBOTS

Lesson 2: A closer look 1

1. Aims

By the end of the lesson, ss will be able to:

• • Pronounce correctly the sounds /ɔi/ and /au / in isolation and in context; Practise some words about everyday activities.
  • Improve their listening skill, writing skill and pronunciation.

Objectives

• • Vocab: everyday activities...
  • Phonetics: Practise the sounds: /ɔi/ and /au /.
  • COULD for past ability.

Materials

• • Text book
  • Board, chalk,...
  • A cassette and an audio compact disk.

Anticipated problems

Students may get confused when practising the sound /ɔi/ and /au /.

Procedure

1. Warmer
   • Greeting.
   • Checking attendance.
   • Asking for the teaching date.

Revision

• • Teacher checks students’ homework:

+ Write new words

+ Read the dialogue

New lesson

Consolidation

Teacher gets students to retell how to make sound /ɔi/ and /au /.

Homework

• • Prepare for the next lesson: Unit 12: A closer look 2.
  • Learn by heart all the new words

- Do Ex A1,2 , B1,2 (WB)

UNIT 12: ROBOTS

Lesson 3: A closer look 2

1. Aims

By the end of the lesson, ss will be able to:

• • Talk about future ability.
  • Practice doing exercises using modal verbs.

Objectives

• • Vocab: everyday activities...
  • Grammar: will be able to + V

Materials

• • Text book
  • Board, chalk,...

Anticipated problems

Weak students may get confused with “be able to”.

Procedure

1. Warmer
   • Greeting.
   • Checking attendance.
   • Asking for the teaching date.

Revision

• • Teacher checks students’ homework:

+ What could robots do in the past ?

+ What will robots be able to do in the future?

New lesson

Consolidation

Teacher gets students to retell the aims of the lesson.

Homework

• • Prepare for the next lesson: Review 4.
  • Learn by heart all the new words

- Do Ex B3,4,5,6 (WB)

UNIT 12: ROBOTS

Lesson 4: Communication

1. Aims

Students can use modal verbs to talk about robots’ skills.

Objectives

By the end of the lesson, Ss can use modal verbs to talk about robots’ skills.

Materials

• • Text book
  • Board, chalk,...
  • A cassette and an audio disk.

Anticipated problems

Weak Ss may find it difficult to express their idea.

Procedure

1. Warmer
   • Greeting.
   • Checking attendance.
   • Asking for the teaching date.

Discussion

What skills do you like a robot to have?

- Ss work in group

2. Revision

Consolidation

• • Teacher gets students to retell the aims of the lesson.

Homework

• • Prepare for the next lesson: Unit 12: Skills 1.
  • Do exercise C1, 2 (Workbook).

UNIT 12: ROBOTS

Lesson 5: Skills 1

1. Aims

Reading for specific information about types of robots and their abilities or

skills.

Talking about different types of robots and what they will be able to do in

the future.

Objectives

By the end of the lesson students will be able to:

• • Read for specific information about types of robots and their abilities or skills.
  • Talk about different types of robots and what they will be able to do in the future.
  • Practise speaking and reading skills.

Materials

• • Text book
  • Board, chalk,...

Anticipated problems

Weak students may find it difficult to catch up with the whole class.

Procedure

1. Warmer
   • Greeting.
   • Checking attendance.
   • Asking for the teaching date.

Revision

• • Teacher checks Ss’ home work.

New lesson

Consolidation

Teacher gets students to retell what they have learnt.

Homework

• • Prepare for the next lesson: Unit 12: Skills 2.
  • Do Ex D1, 2 (WB)

UNIT 12: ROBOTS

Lesson 6: Skills 2

1. Aims

To help students develop writing skill, listening skill.

Objectives

By the end of the lesson students will be able to:

• • Listen for specific information about different opinions of what robots will be able to do in the future.
  • Write opinions about the role of robots in the future.

Materials

• • Text book
  • Board, chalk...
  • A cassette and an audio compact disc.

Anticipated problems

It is rather difficult for weak Ss to express their ideas.

Procedure

1. Warmer
   • Greeting.
   • Checking attendance.
   • Asking for the teaching date.

Revision

• • Teacher checks Ss’ homework.
  • Get one student to go to the board to write new words.
  • Help Ss with their homework if they have any problems.

New lesson

and teacher give comments on the paragraph on the board.

- T collects some writing to correct at home.

I agree with the idea that in the future robots will be very useful to us. There are many types of robots. These robots can do many things. Firstly, at home, home robots can do all of our housework. Secondly, in education teaching robots can help children do their homework. Also, in medicine, doctor robots will be able to help sick people. Finally, robots will be able to do all dangerous work for us. For these reasons, I think that robots will be useful in our future.

Consolidation

-Summarize the main point of the lesson.

Homework

• • Prepare for the next lesson: Unit 12: Looking back & Project.
  • Do Ex E1, 2 (WB)

UNIT 12: ROBOTS

Lesson 7: Looking back & project

1. Aims

To help students recycle the language from the previous sections and link with the topic: Robots.

Objectives

By the end of the lesson students will be able to:

• • Revise and make the use of all the target knowledge in unit 12.
  • Use “will be able to” and “won’t be able to” to talk about future abilities.

Materials

• • Text book
  • Board, chalk,...

Anticipated problems

Weak students may get confused with “be able to” and “can”.

Procedure

1. Warmer
   • Greeting.
   • Checking attendance.
   • Asking for the teaching date.

Revision

• • Teacher checks students’ homework.

1. New lesson
2. Consolidation

-Summarize the main point of the lesson.

Homework

• • Review all the lessons.