Kế hoạch bài dạy Tiếng Anh 9 - Tuần 31, Unit 11: Changing roles in society - Lesson 4 - Năm học 2022-2023 - Trường THCS Trần Kim Xuyến

Nội dung tài liệu: Kế hoạch bài dạy Tiếng Anh 9 - Tuần 31, Unit 11: Changing roles in society - Lesson 4 - Năm học 2022-2023 - Trường THCS Trần Kim Xuyến

1. ENGLISH 9 Week 31 Sunday, April 16th , 2023 UNIT 11 : CHANGING ROLES IN SOCIETY Period 90. Lesson 4: Communication I. OBJECTIVE: By the end of the lesson, Ss will be able to 1. Knowledge: - Use the lexical items related to changing roles in society. - Identify the rising or falling tones in agreement and disagreement sentences correctly - Recognise non - defining relative clauses and use them correctly - Use the future passive correctly - Skills: Practising skills. 2. Competences: - Co-operation - Self- study - Using language to talk about changing roles of schools - Grammar: non - defining relative clauses, future passive correctly 3. Qualities: - Ss are interested in the changing roles of schools II. PREPARATION: 1. Teacher: book, planning, picture, laptop, projector 2. Students: books, notebooks III. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present . IV. PROCEDURE: Ss and teacher’s activities Content 1. Warm up: 1.a. Start this session by writing 'The roles of - Work in groups. schools in the future' on board. - Listen and discuss. Ask Ss to read the introduction to the Just imagine! forum. Lead Ss through a discussion about how they “The roles of school will change in the think the roles of school will change in the future. future” Encourage Ss to be imaginative and come up with lots of ideas. There are no wrong answers st this stage. b. Have Ss read the posts individually as quickly as possible. Then refer to their predictions in 1a and see if there are any similarities. - Work individually. 2. Communication 1: 2. Ask Ss to work in groups of three or four. Ask them to look for the worlds/phrases in each post in 1b and work out their meaning, based on - Work in groups of three or four. the context. Check the answers as a class. Suggested answers: 1. real; practical 2. focussed on a particular person; customised 3. a person who judges another person's performace
2. 4. reacting quickly and positively; showing interest in something 5. making the necessary changes to something to make it if a person or situation. 3. Communication 2: 3. Have Ss work in groups. Ask them to read each post in 1b carefully and choose the most Key: Post 22: 4 relevant response (1-4) for it. Chek as a class. Post 51: 3 Post 76: 1 Post 101: 2 - Work in groups of four or five. 4. Further practice: - Note down all the changes they see in the 4. Have Ss discuss each of the questions in groups of posts. four or five. They can refer back to the posts in 1b . Ask them to note down all the changes they see in the posts. - Share their opinions with the class Tell them to support their answers with reasons. - individual work Ss then share their opinions with the class. Give comments on groups' ideas Do at home 5. Production: 1. Review this lesson 2. Do exercises . (Workbook). 3. Prepare lesson Skills 1 Week 31 Sunday, April 16th , 2023 UNIT 11 : CHANGING ROLES IN SOCIETY Period 91. Lesson 4: Skills 1 I. OBJECTIVE: By the end of the lesson, Ss will be able to how to read for specific inforrmation about the changing roles of women in society and its effects and talk about roles in future 1. Knowledge: - Use the lexical items related to changing roles in society. - Identify the rising or falling tones in agreement and disagreement sentences correctly - Recognise non - defining relative clauses and use them correctly - Use the future passive correctly - Reading and speaking skills. 2. Competences: - Co-operation - Self- study
3. - Creativeness: talk about the changing roles of women in society and its effects. - Using language to talk about the changing roles of women in society and its effects. 3. Qualities: - Ss are interested in the changing roles of women in society and its effects. II. PREPARATION: 1. Teacher: book, planning, picture, laptop, projector 2. Students: books, notebooks III. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present . IV. PROCEDURE: Ss and teacher’s activities Content 1. Warm up: 1. Have Ss didcuss the questions in groups or as a - Work in groups of four or five. class. - Encourage them to use their imagination, and Ex: Changing roles of teachers and students or consider even the smallest changes and their changing roles of husbands and wives. possible effects. - T can write some of the most interesting answers on the board, and leave them there while the class does 2. 2. Pre-reading 2a. Ask Ss to read the passage individually, playing special attention to the underlined - Work individually. worlds/phrases. - Ask them to guess the meanings of these worlds/phrases through the context. 3. While-reading - Guess the meanings - Ask Ss to do the matching exercise. Check and confirm the correct answers. b. Have Ss read the passage again and Key: answers the questions. Ask them to mark the 1.d 2.e 3.b 4.f 5.a 6.c world/worlds where the inforrmation for the answers comes from. Ss can share their answers with their partner. Check S's answers as a class. - Work in pairs, ask and answer. Key: The ever increasing involvement of women in education and employment. 2. The socio - economic picture of these countries. 3. Their financial burden will be reduced. However, they will no longer be the diminant figures and will learn to share decision 4. Post-reading (Speaking) - making and housework. 3a. Have Ss work individually. Ask 4. They will learn to be more them to read the predictions and tick the one(s) independent they agree with. 5. The service sector There are no wrong answers here, though 6. It will develop Ss should be preparing to back up their choices
4. with reasons and examples. - Work individually. b Ask Ss to work in groups. Each student shares his/her list. Other Ss in the groups discuss the predictions and say whether they agree or disagree, backing their opinions up with reasons and examples. - Work in groups of 4 or 5 Ss. T moves around the class to facilitate the discussions. If something interesting is expressed, T may wish to bring the whole class together to - Give backing their opinions up with reasons discuss it. and examples. 4. Start this activity by brainstorming the areas of the service sector which are most likely to be affected by having more women go out to work . Write the list of ideas on the board. Allow Ss some time to discuss in groups the changes which may happen. - Work in two teams. (Team A and team B) Move around the class to facilitate the discussions. Then ask each group to present their ideas to the class. Encourage responses from the class as they listen to predictions. Write the list of ideas. - Present their ideas to the class. 5. Production: 1. Review this lesson - Copy and do at home! 2. Do exercises . (Workbook) 3. Prepare lesson Skills 2 Week 31 Sunday, April 16th , 2023 UNIT 11 : CHANGING ROLES IN SOCIETY Period 92. Lesson 6: Skills 2 I. OBJECTIVE: By the end of the lesson, ss can: 1. Knowledge: - Vocabulary: Changing roles in society - Grammar: relative clauses, future passive. - Skills: - Listening and writing skills. - Listen for specific information about women life in Kenya. - Write about roles of teenagers in the future. 2. Competences: - Co-operation - Self- study - Creativeness: Write about roles of teenagers in the future - Using language to write about roles of teenagers in the future 3. Qualities: Ss are interested in roles of teenagers in the future II. PREPARATION: 1. Teacher: book, planning, picture, laptop, projector 2. Students: books, notebooks
5. III. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present . IV.PROCEDURE: Teacher’s activities Students’ activities 1. Warm up - work in groups of 4 and list the things their Brainstormimg: mother often does every day. What your mother does every day. 2.Listening Listening 1. Ask Ss to look at the maps and work 1. Look at the maps. Where is Kenya located? in groups to locate Kenya on the larger Afica What do you know about this country? map. If Ss are having problems, suggest they - work in pairs focus on the shape of the country. (Kenya is in the east of Africa, about halfway up the map). 2. Listen to the description of some changes in Ask them to share any inforrmation they know the roles of women in Kenya. Decide if the about this country. If they knor nothing about statements are T or F? Kenya, T can come back to this questions after Key: Ss have done this listening. 1.T 2.T 3.T 4.F 5.F 2. Have Ss read the statements first. For 3. Listen again to part 2 and fill the blanks with a class which know more about Kenya, the correct information. encourage them to make a guess if a statement - Percentage of women in Kenya staying at home is true or false before they actually do the as housewives in. listening. Key: The audio recording for this section has 1. 1995 - 65% two parts. T plays both parts of the recording 2. 2010 - 47% for the class now. 3. 2025 - 30% Ss listen and tick the answers. Check -- Percentage of women in Kenya attending the answers as a class. colleges and university in: 3. Play part 2 of the recording again. Ss 4. 1995:22% listen and do activity 3. SS can exchange their 5.2010: 36% answers. write the correct answers on the 6.2025: 48% board. 3.Writing 4. Have Ss work in groups of three or four. Together they discuss and make a list of Writing the possible changes in the roles of teenagers. 4. Work in groups. How do you think will the Encourage Ss to explain why they think these roles of teenagers change in the future? changes wlii happen. Walk oround and help Ss - work in groups and brainstorm and make a list. with any difficulties. T may have the groups write their lists on board. Leave the lists there for activity 5. 5. Write a paragraph about the roles of 4. Further practice: Have Ss write a short teenagers change in the future. paragraph about one of the changes their Sample writing: groups has listed in 4 individually. If time It is likely that teenagers in the future will allows, T can ask one or two Ss to share their be more charge of their studies. There are at least writing with the class by writing it/them on the two reasons for this. Firstly, there is the rise of the board. Other Ss give comments. Internet, which provides teenagers with variout reliable sources of inforrmation. It also allows 5.Production: teenagers to develop a large social network with - Complete the writing their peers. They can therefore self - search,
6. - Prepare Looking back. exchange, and discuss inforrmation in order to plan - Complete the project. their studies. Secondly, the fact that they start schoo 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 and the two reasons why teenagers will becom more responsible for their studies ENGLISH 6 Planning date: 16/04/2023 Period 89 UNIT 9: LESSON 2.2: A. Objectives: By the end of the lesson, students will be able to: 1. Knowledge - know how to use Modal verb Might to say that something is possible in the future 2. Ability - improve the use of language. - develop the ability to communicate and cooperate with their partners, to self-study and other skills. 3. Quality - have a positive attitude in English language learning so that they actively participate in all classroom activities. B. Method. Communicative approach C. Teaching aids. - Teacher’s aids: student book and teacher’s book, class CDs, flashcards, projector or TV - Students’ aids: Student books, notebooks, workbooks. D. PROCEDURES I. Warm up: (5’) - Books closed, show the questions on the board. - Have students work in pairs, read and find the missing words. - Give time for students to find the answers.
7. A _______, like a TV or a mobile phone, is a machine with a computer in it. A _______ is a flying machine. It can carry things. I use my phones by touching the _______. A _______ can make all kinds of objects. An _______ will make anything you want to eat. Get a _______ to do your washing and cleaning at home. - Check the answers with the whole class. Answer keys smart device 2. drone 3. screen 4. 3D printer 5. automatic food machine 6. robot helper II. Presentation - Grammar: Modal verb “might” (15’) a. Listen and repeat - Have students look at the picture. - Have students guess what they are talking about. - Play audio and have students listen and read the speech bubbles. - Play the audio. (CD2 – 45) - Play the audio again. * Option 2: - Ask students to look at the grammar explanation. - Have students look at the table with the forms of Might. - Have some students read the sentences aloud. - Have students give the rule of using Might. - Ask students to write the new language in their notebooks. III. Practice: b. Fill in the blanks using “might” and a verb from the box.
8. - Have students study the task. - Demonstrates the activity using the example. 1. Automatic food machine might make all our food. - Have students fill in the blanks using “might” and a verb from the box. - Have students check their works in pairs. - Have some students share their answers with the class. - Give feedback. * Answers: 2. might live 3. might have 4. might shop 5. might - change c. Unscramble the sentences. - Have students explore the task - Demonstrate the activity using the example. 1. In the future, we might have robot helpers. - Have students unscramble the sentences. - Have students check their works in pairs. - Have some students share their answers with the class. - Give feedback (if any). Answer key.
9. 2. How might homes change in the future? 3. In the future, we might have the robot pets 4. In the future, doors might have cameras. 5. In the future, smart devices might not have screens. d. Now, practice saying the sentences with your partner: * Option 1: - Divide the class into pairs. - Have students practice saying the sentences. - Call some students to demonstrate the activity in front of the class. * Option 2: Game: Lucky numbers - Ask students to play the game in teams. - Divide the class into two team: Team A and B. - Ask students to choose a number which is attached a word/ phrase and then say out loud a sentence with the structure they have learned. If any number showing the word Lucky, students can choose a word from the lesson and T has to make a sentence for it. # 1: Smart phones # 2: Cameras # 3: Lucky number # 4: Robot helpers # 5: Lucky number # 6: Lucky number # 7: Smart homes # 8: Drones - Announce the winner of the game. Suggested answers In the future, smart phones might be very thin. In the future, cameras might make a phone calls. III. Consolidation (3’) Use Modal verb Might to say that something is possible in the future. How might homes change in the future? We might not have robot pets. IV. Homework (2’) Do exercise in the workbook: Lesson 2.2 - Grammar and Writing (page 53) Prepare: Lesson 2.3 – Pronunciation and Speaking (page 75 – SB). ------------------------------------------------------------------------- Period 90 UNIT 9: LESSON 2.3: A. Objectives: By the end of the lesson, students will be able to:
10. 1. Knowledge - know how to pronounce the /t/ sound and can do this well in the test. - use the sound correctly in their speeches. 2. Ability - improve the use of language. - develop the ability to communicate and cooperate with their partners, to self-study and other skills. 3. Quality - have a positive attitude in English language learning so that they actively participate in all classroom activities. B. Method. Communicative approach C. Teaching aids. - Teacher’s aids: student book and teacher’s book, class CDs, flashcards, projector or TV - Students’ aids: Student books, notebooks, workbooks. D. PROCEDURES I. Warm up: (5’) Have students work in groups of 4 to tell everyone in the group what the devices in the future home might be like Walk around and give support if necessary. Possible answers My TV might take pictures of people in front of it. My bed might have cameras in it. => Lead in new lesson. II. Presentation: PRONUNCIATION (5’) a. Focus on the /t/ sound - Explain how the sound /t/ is made b. Listen to the words and focus on the underlined letters. printer computer robot - Play audio and draw attention to the focus sound. c. Listen and repeat - Play audio and have students listen and repeat the focus sound. - Correct if necessary. d. Read the words with the correct sound to a partner - Have students practice saying the examples in pairs. - Go around and support if necessary. - Call some students to say the words, correct if necessary. * Optional (if there’s time)
11. - Have students practice saying the words given individually and then with a partner 1. a. carrot b. parent c. teacher d. student 2. a. computer b. write c. actor d. automatic 3. a. robot b. stick c. not d. pet 4. a. article b. activity c. exactly d. nationality - Check some pairs, give comments if necessary. III. Practice (10’): a. Ask and answer. - Demonstrate the activity by asking and answering with a S. - Demonstrate it again with another S. - Ask students to pay attention to Modal verb Might. - Divide the class into pairs. - Have pairs asking and answering using the pictures and prompts. - Have some pairs demonstrate the activity in front of the class. b. Practice with your own ideas. - Have students work in pairs to give the same conversation using their own ideas. - Go around and give support if needed. - Call some students to demonstrate the conversation. - Correct and give feedback if necessary. IV. Production - Speaking: Homes of the Future (15’) a. You’re planning an article for Teen World Magazines on homes will be different in the future. Discuss and choose four differences you want to write about. Note them below.
12. - Lead to the task by asking students to exploit things we have/do in our homes now and what we would like to have in the future/ we can imagine - Demonstrate the activity by using the example. - Divide the class into pairs. - Have students discuss and choose four things they would write about in an article on the topic. - Have students write their ideas in the space provided. - Have some students share their ideas with the class. - Check some pairs, give comments if any. b. Compare your answer with another pair. Did you choose the same things? - Give students time to join another pair - Have students compare and discuss their ideas with another pair. - Have some students share their findings with the class and try to give the reasons. - Check some students, gives comments and corrects. V. Consolidation (3’) /t/ sound Using Modal verb Might to say that something is possible in the future. VI. Homework (2’) - Do the exercises in the WB (page 53) - Prepare for the next lesson: Unit 9 - Lesson 3.1 - New words, Listening, Useful language (page 76) ------------------------------------------------------------------------- Period 91. UNIT 9: LESSON 3.1: A. Objectives: By the end of the lesson, students will be able to:
13. 1. Knowledge - talk about life on a space station; - enlarge their vocabulary relating to the topic - space station; - get someone’s attention into a conversation and answer the question answers through listening skill. 2. Ability - improve their English skills; - develop the ability to communicate and cooperate with their partners, to self-study, to solve problems and other skills. - ask and answer about the topic – space station. 3. Quality - have a positive attitude in English language learning so that they actively participate in all classroom activities. - talk about life on a space station. B. Method. Communicative approach C. Teaching aids. - Teacher’s aids: student book and teacher’s book, class CDs, flashcards, projector or TV - Students’ aids: Student books, notebooks, workbooks. D. PROCEDURES I. Warm up: (5’) - Present a video clip: - Have students watch the video. - Ask students: Would you like to visit a space station? - Lead to new topic - Unit 9: Lesson 3.1 II. Pre - Listening: Vocabulary (15’) a. Fill in the blanks. Listen and repeat. + Option 1: (Present new vocabulary) - Write some vocabularies on the board + Astronaut (n) + The earth (n) + The moon (n) + Space station (n) + Gravity (n) + Spacesuit (n) + Float (v) + Lock (v, n) - Use pictures and explanation then ask students to give the Vietnamese equivalent meaning. - Call some students to read the new words individually. - Help students to remember the new words by deleting the words and shows the pictures, + Option 2: (Fill in the blanks. Listen and repeat)
14. - Demonstrate the activity using the example. Things fall to the ground on Earth because of this. => gravity - Have students to fill in the blanks. - Check answers as a whole class. - Give feedback. Answer key: 2. spacesuit 3. float 4. lock5. astronaut 6. the Earth 7. the Moon 8. space station - Play audio and have students listen and repeat. - Ask students to listen and repeat. b. Would you like to visit a space station? Why (not)? - Set the scene and give some examples for students to know how to talk about where the people below should live: Example: + I’d like to visit a space station because I want to see the earth clearly. I want to experience in a zero gravity condition. + I don’t want to visit a space station because I am afraid of height. It’s very dangerous young people. - Encourage students to give more ideas/reasons in their statements - Ask students to practice. - Call on some pairs to practice with the class. - Praise students with good reasons. III. While - Listening (10’):
15. a. Listen to Major Tomkins, an astronaut, talking about life on a space station. What’s the question people ask him the most? - Have students look at the questions. - Ask students to guess the answer to the question. Is it about the difficulties or happiness on a space station? - Play the audio once. - Check answer as a whole class. * Answer key: How do you use the toilet? - Play the audio again for students to check their answers. b. Now, listen and fill in the blanks. - Have students look at the questions. - Demonstrate the activity. - Play the audio twice. - Check answer as a whole class. - Have students listen to the dialogue again to check the answers. * Answer key. 2. student 3. Earth 4. the USA 5. gravity IV. Post – Listening: Useful Language (5’) * Useful language: Listen then practice - Have students look at the useful language box. - Play the audio CD2 – 49 - Have students practice ask and answer. - Have students work in pairs. V. Consolidation (3’) Vocabulary: life on a space station Useful language VI. Homework - Learn new words about Houses in the future. - Write four sentences about your favorite house.
16. - Do exercises A. New Words in the workbook (Page 54) a. Look at the pictures and fill in the blanks b. Listen and number - Prepare: Lesson 3.2 – Reading, Speaking and Writing (page 77 – SB). ------------------------------------------------------------------------- ENGLISH 8 Period: 89 UNIT 11: SCIENCE AND TECHNOLOGY Lesson 2: A closer look 1 A. Objectives 1. Knowledge: By the end of the lesson, ss will be able to: - Pronounce words with the prefix un- and im- correctly in isolation and in context - Learn some more words related to science and technology 2. Skills: Speaking, listening, 3. Attitude: - Positive about science and technology. - Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language B. TEACHING AIDS: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks C. Procedure * Warm up: Introduction -Explain to Ss that there are three common ways of forming nouns indicating people, but don’t say what they are. Write the following on the board: - Elicit from Ss how these words are changed to mean a person who does these things. - Give some more examples. - Read the Look out! box. And say out the rule. to learnt -> learner to invent -> inventor science -> scientist * We add -er, -or or -ist to a verb or a noun to form a noun indicating people. I. Presentation: 1. Activity 1:Vocabulary. ( gapfill) Ask Sts to use the words complete the sentences designer Biologist chemist programmer adviser
17. Sts work in pairs: Key: 1. adviser 2. chemist 3. designer 4. programmer 5. Biologist 2. Activity 2: ( Matching) Ask Sts to work in pairs and discuss what the word in for each picture. Key: 1. chemist 2. software developer 3. engineer 4. physicist 5. doctor 6. conservationist 7. explorer 8. Archeologist II. Practice: 1.Activity 1: wordform Read the sentences and guess the part of speech of the word to be filled in each blank. - Have Ss call out their guesses. Ss work individually. Ask some Ss to write their answers on the board. Check their answers as a class. Key: 1. developments 2. scientists 3. exploration 4. medical 5. Economic 2.Activity 2: Pronunciation: Stress in words starting with un- and im- . Explain to Ss that the prefixes un- and im- are used to make adjectives (and adverbs) negative. Explain to them that when these prefixes are added, the stress of the new word does not normally change. Give some examples. When we add the prefix un- or im- meaning ‘not’ ) to a root word, the stress of the word does not normally change. Example: ‘friendly -> un’friendly ‘probable -> im’probable Note: When we add the prefix un- or im- to a one-syllable word, the stress falls on the root word. Example: fair -> un’fair Pure -> im’pure III. Production: 1.Activity 1: ( Listening 4 p 51) Play the recording for Ss to repeat the words. Play the recording as many times as necessary. Correct Ss’s pronunciation, especially the stress. Then have Ss mark the stress on the words by drawing circle above the stressed syllable. Key: un’wise, im’pure, un’hurt , un’lucky, un’healthy, im’patient
18. unfore’seen, imma’ture, impo’lite ,un’limited , im’possible, un’natural 2.Activity 2: ( Speaking 5 p51) - Ask sts to listen and check ,then read the sentences Key: 1. impure 2. unhealthy 3. impossible 4. unlimited 5. Impatient IV. Homework - Learn by heart vocabulary. - Do Ex 1,2 in Workbook - Prepare: Unit 10: A closer look 2. Period: 90 UNIT 11: SCIENCE AND TECHNOLOGY Lesson 3: A closer look 2 I./. Objectives 1. Knowledge: By the end of the lesson, ss will be able to: -Use the future simple and future continuous to talk about science and technology in the future -Use the direct speech and indirect speech to report what people say or tell 2. Skills: Use of English. 3. Attitude: - Positive about science and technology. - Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language B. TEACHING AIDS: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks C. Procedure 1. Warm up: Brainstorming
19. - Free talk Introduction Ss have already learned the future simple will do and the future continuous will be doing. Tell Ss that this is a review section. T may help Ss recall the form and uses of these two tenses. Also remind them of the uses of present simple and going to to express future actions. I. Presentation: 1. Activity 1. Future tense: review (1 P51) Have Ss work individually. Check their answers as a class. T may ask why a certain tense is used to check that Ss understand the rules. Key: 1. will have 2. will be doing 3. will she be 4. won’t pass 5. decide; will support 2. Activity 2: Tell Ss to refer back to the conversation in GETTING STARTED and find the examples of reported speech. Focus them on the use of the verbs. - Answer individually Reported speech In direct speech, we give the exact words somebody said, and we use quotation marks. In reported speech, we give the meaning of what someone said, but with some changes and without quotation marks. Example: Nam: “ I want to become a robot designer.” Nam said the he wanted to become a robot designer. When the reporting verb ( e.g. say or tell ) is in the past, the verb in reported speech changes as follows: II. Practice: 1. Activity 1 (Ex 4 – Page 52.) - Groups work. + Some Ss write on the board after finishing. + Feedback. Key: Nick said that he came from a small town in England. My friend said that Brazil would win the World Cup. Olive told Chau that she was leaving Viet Nam the next day/the following day. David told Catherine that he was unable to read her writing.
20. Minh said that he had overslept that morning. 2. Activity 2 (Ex 5 – Page 52.) - Groups work. + Some Ss write on the board after finishing. + Feedback. Key: 1. He said ( that ) he hadn’t said anything at the meeting the week before/the previous week. 2. She told me that letter had been opened. 3. Tom said that in 50 year’s time we would probably be living on Mars. 4. Mi said she hoped they would build a city out at sea. 5. Son told us that his wish was to become a young inventor. III. Production: 1.Activity 1: Speaking: This speaking activity could be daunting for some Ss, so allow the pairs to plan what they are going to say before they come to the front of the class. This should help Ss to speak with fluency and accuracy, and as naturally as possible. Encourage them to give true sentences about themselves. Ideally, all ss should have a chance to talk before the class. Example: A: I am a student B: she said that she was a student 2. Sum up: Reported speech In direct speech, we give the exact words somebody said, and we use quotation marks. In reported speech, we give the meaning of what someone said, but with some changes and without quotation marks. Example: Nam: “ I want to become a robot designer.” Nam said the he wanted to become a robot designer. When the reporting verb ( e.g. say or tell ) is in the past, the verb in reported speech changes as follows: IV. Homework - Do Exercises in work book - Prepare new lesson.