Kế hoạch bài học Tiếng Anh 6 - Tuần 33, Unit 10: Cities around the world - Năm học 2022-2023 - Trường THCS Trần Kim Xuyến

Nội dung tài liệu: Kế hoạch bài học Tiếng Anh 6 - Tuần 33, Unit 10: Cities around the world - Năm học 2022-2023 - Trường THCS Trần Kim Xuyến

1. ENGLISH 6 Planning date: 03/05/2023 Period 94 UNIT 10: LESSON 1.1: A. Objectives: By the end of the lesson, students will be able to: 1. Knowledge - identify landmarks in cities around the world; - discuss and show their interest; - get someone’s attention into a conversation and choose suitable answers; 2. Ability - improve the four English skills (main skills: Listening and Speaking; sub-skills: Reading and Writing); - develop communication, collaboration, self-study, and problem-solving skills; - discuss and show interest in landmarks in cities around the world; 3. Quality - have a positive attitude in learning and actively participate in all classroom activities related to the topic “Cities around the World”; - show interest in landmarks in cities around the world. 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’) - Show some pictures about Ha Long Bay, Da Lat, Opera Theater, Liberty Statue,
2. - Ask students to name those cities and tell the countries of the places in the provided pictures. - Have them tell something about the cities they like most. - Lead to a new topic - Unit 10: Cities around the World. II. Presentation:  Activity 1: New words (15’) a. Write the letters in the boxes. Listen and repeat. + Option 1: - Show the Power-point slides/DCR with the following pictures and ask students to guess the new words. - Demonstrate the activity using an example. - Have them write the letters in the boxes (exercise a on page 78). - Get some students to read aloud the new words. - Have students give the meaning to the words in Vietnamese. Expected answers: 1A 2E 3C 4B 5F 6D 7H 8G + Option 2: - Divide the class into groups of 4, and ask them to discuss something about one of the landmarks they know. - Provide students with some information about those landmarks (where/ in which country/ when/ be famous for/ - Ask some pairs to demonstrate the activity in front of the class. - Give comments on the students’ demonstration.  Activity 2: Speaking Skill (10’) Think of three famous landmarks in your country. Tell your partner about them. + Option 1: - Have students think of several famous landmarks in Vietnam they know. (Individual working, working in pairs, or small groups) - Ask them to tell something about those landmarks (name, where, be famous for, who, when, why you like, ) Example:
3. + Well, the city I like most is in the highland of the center of Vietnam. It is famous for its cool climate. You can see many kinds of flowers there and can visit many famous sites such as . Do you know it? It is Da Lat. - Encourage them to give more information in their speaking. - Ask students to practice in their pairs/groups. - Give comments and corrects them. - Have some pairs share their ideas with the class. - Give comments and correct.  Activity 3: Listening Skill (15’) a. Listen to Kathryn and Tom talking about a vacation. Are they both going on vacation? - Yes / No - Provide students with some vocabulary + Vacation (n) + Be popular = Be famous for + Free (a) + Square (n) - Have students look at the questions. - Play the audio once. - Give feedback and ask students to give the reasons for their answers. Expected answer: No b. Now, listen and answer the questions. - Have students look at the questions. - Demonstrate the activity. - Play the audio twice. - Check answers as a whole class. - Give them feedback. - Have students listen to the dialogue again to check the answers. - Encourage students to give explanations for their answers as much as possible. Expected answer: 1. on weekends 2. No 3. the park 4. her hotel  Activity 3: Conversation Skill (5’) + Option 1.
4. - Focus on the Conversation Skill box. - Explain to students how to use these fillers + intonation. + “Uh-huh, I see: understanding + really? + rising intonation: surprise - Demonstrate the activity. - Play the audio and ask them to listen and repeat + Option 2. - Ask students to make a short conversation, using this conversation skill. - Check answers as a whole class. - Give them feedback. - Check and give comments. III. Consolidation (3’) Vocabulary: Cities around the world IV. Homework (2’) - Learn new words about Cities around the World - Write some sentences about your favorite landmarks in Vietnam. - Do exercises in the New Words part on page 56 (WB). - Prepare for the new lesson: Lesson 1.2 – Grammar (Page 79 – SB) ------------------------------------------------------------------------- Period 95. UNIT 10: LESSON 1.2: A. Objectives: By the end of the lesson, students will be able to: 1. Knowledge - use the first Conditional sentences; 2. Ability - improve the grammar knowledge and use them in communicative situations; - develop communication and collaboration skills; 3. Quality - have positive attitude in learning and actively participate in all classroom activities related to the topic “Cities around the World”. 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 look at the picture, and answer the question: Who are they?
5. Keys: + They are talking about where the girl is visiting. + Listen and read the speech bubbles. - Ask students to look at the conversation and guess what they are talking. - Play the audio and ask students to listen and repeat. - Ask students to find out the structure in their conversation. - Lead to the new lesson. Lead to the new lesson. II. New lesson  Activities 1: Introduce and practice new language (25’) a. Presentation: - Have students read the grammar explanation. - Ask students look at the table with the different use of the first conditional sentences. - Have students give the form of the first Conditional sentence. + On the board: If clause, main clause Present simple, Will + V0 Main clause if clause Will + V0 Present simple - Ask students to write the new language in their notebooks. - Have students read the sentences aloud. b. Fill in the blanks with the correct forms of the verbs: (Controlled-Practice) * Option 1:
6. - Delete the structure and ask students to retell something about First Conditional Sentence. - Have students do the exercise. - Demonstrate the activity using the example. If I have (have) time, I will go (go) to the opera house. * Option 2: + Have students fill in the blanks with the correct forms of the verbs - Get them to finish the exercise individually. - Ask them to check their works in pairs. - Have some students share their answers with the class. - Have students explain their answers. - Correct and give feedback. * Expected answer: 2. is - will watch 3. won’t go – is 4. have - will visit 5. is - will visit 6. don’t have - won’t go c. Look at Mary’s plan and write sentences. (Less controlled practice) * Option 1: + Help students know how to do the exercise in the contexts - demonstrate the activity using the example. If it rains, Mary will go go the café. - Ask one or two students to retell how to do the task. * Option 2: + Help students improve the understanding of the first conditional sentence. - Let them look at Mary’s plan and write sentences. - Have students check their works in pairs. - Invite some students to share their answers with the class. - Correct and give feedback. * Expected answer: 2. If the museum is busy, Mary will go to the cathedral.
7. 3. Mary will go to the tower if the opera house is closed. 4. If the palace is busy, Mary won’t go. 5. Mary will go to the old bridge if she has time.  Activity 2: Speaking Skill (Free-Practice) (10’) d. Now, practice saying the sentences with your partner: * Option 1: + Help students enhance the use of targeted grammar. - Divide the class into pairs. - Have students practice saying the sentences. - Call on some pairs to demonstrate the activity in front of the class. * Option 2: + Help students improve the communicative competence. - Divide the class into pairs or groups. - Have students plan for their vacation to Vung Tau next weekend. + Contents: Where to visit What to do - Encourage students to use the imperative and negative form of first conditional sentence. - Check some pairs/groups to support. - Call on some pairs/groups to share their plan with the class. III. Consolidation (2’) - Instruct students to have a look back on the lesson at home, do exercises on page 59 in workbook and get ready for the next lesson. - Grammar: First Conditional Sentence IV. Homework (2’) - Practice asking and answering with the First Conditional Sentence to talk about condition and result in the future correctly with a partner. - Prepare Lesson 1.3: Pronunciation and Speaking (page 80 – SB) ------------------------------------------------------------------------- Period 96 UNIT 10: LESSON 1.3: A. Objectives: By the end of the lesson, students will be able to: 1. Knowledge - Pronounce the sound - /ð/ and do this well in the test; - Use the sound exactly in their speaking; 2. Ability - improve the use of language (Main skills: Writing - Speaking); - develop the ability to communicate and cooperate with their partners, to self-study; 3. Quality - have positive attitude in English language learning and actively participate in all classroom activities related to using the sound and the grammatical point in their speaking. 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.
8. D. PROCEDURES I. Warm up: (5’) - Books closed, have students work in group of 4 and write down as many vocabulary items learnt on page 70 (the fastest is the winner). - Have them call out all the words. II. Presentation: Pronunciation (07’) a. Focus on the /ð/ sound * Option 1: - Ask students to look at the sentences and say out loud them, notice the sound in the sentences. + For example: a) I think that the weather will be fine there. b) They believe this problem will be through. - Ask students to notice to the sound and read after T - Lead to the new lesson. * Option 2: - briefly explain the focus sound /ð/. - explain how to pronounce the sound - check students’ understanding b. Listen to the words and focus on the underlined letters. - Listen to the audio and focus on the underlined letters. the weather there - Play the audio and draw their attention to the focus sound. - Ask students to read the words several times. - Check and give them feedback. c. Listen and repeat. * Practice 1 - Play the audio and have students listen and repeat with a focus on the sound. - Check students’ answers. - Correct if necessary. * Practice 2 - Have students practice saying the examples using the sound correctly. + Examples: 1. a. thing b. thick c. through d. those 2. a. they b. this c. that d. thrill 3. a. earth b. though c. the d. other 4. a. south b. southern c. weather d. that - Check some pairs, give comments, and correct. + Answer key: 1. a. thing b. thick c. through d. those 2. a. they b. this c. that d. thrill 3. a. earth b. though c. the d. other 4. a. south b. southern c. weather d. that III. Practice (10’): a) Practice the conversation. Swap roles and repeat. * Option 1: - Demonstrate the activity by using the role-play (Mary and Tom) with a student.
9. - Demonstrate with another student. - Ask students to pay attention to the sound-/ð/ and the first conditional sentence. - Divide the class into pairs. - Have some pairs practice the conversation. - Have some pairs demonstrate the activity in front of the class. * Option 2: - Ask students to swap roles and repeat using the ideas on the right. Clues: - Have some pairs demonstrate the activity in front of the class. b. Practice with your own ideas. - Have students practice the conversation with their own ideas. Swap roles. + Clues: Where? What? What /weather/ like? What to do ? - Have some pairs demonstrate the activity in front of the class - Check some pairs, give comments, and correct. IV. Production - Speaking – Famous Landmarks in London a. You’re going to London for a day and want to visit three places. Tick () three landmarks you would like to go, then ask three friends where they’re going to visit. * Option 1: - Lead to the task by showing students some pictures of landmarks in London, ask students to name them.
10. - Have students tick three places they want to visit. - Get students to ask their partner which landmarks they would like to visit * Option 2: - Demonstrate the activity using the role-play with a student Model: + If I have a vacation to London, I will visit Hyde Park, Big Ben..., and you, where will you visit if you ? - Have students interview each other in pairs and fill in their notes. - Have some pairs demonstrate the activity in front of the class. - Check some pairs, give comments and correct. b. What will you do if you have more time or if it rains? Discuss and answer the question. - Divide the class into pairs. - Have pairs talk about what they will do if they have more time and what they will do if it rains. - Have some students share their ideas with the class. - Check some students, give comments, and correct. * Option 3: - have students talk about their plan in near future - have some students demonstrate the activity in front of the class - check some students, give comments and correct V. Homework (2’) - Instruct students to have a look back on the lesson at home. - Review the grammar point: The First Conditional Sentence. - Practice asking and answering about a future plan using the first conditional sentence. - Prepare: Lesson 2.1: New Words and Reading (Page 81 – SB). ------------------------------------------------------------------------- Period 97 UNIT 10: LESSON 2.1: A. Objectives: By the end of the lesson, students will be able to 1. Knowledge - compare features of cities around the world - describe cities around the world or their cities - get someone’s attention into reading passage and decide whether the information is true or false 2. Ability - improve the four-English skills (main skills: Listening and Speaking; sub-skills: Reading and Writing) - develop communication, collaboration, and self-study skills - describe and compare features of cities around the world 3. Quality
11. - have positive attitude in English language learning and actively participate in all classroom activities related to the topic “Cities around the world” 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’) - Give students some vocabularies in the lesson - Ask students to work in groups of 4 and choose suitable words and descriptive adjectives to describe cities. Expected answers: + Things: shop, shopping mall, supermarket, building, park, + Descriptive adjectives: crowded, noisy, modern, peaceful, beautiful, exciting, - Ask students to find other words related to the topic - Lead to new topic - Unit 10. – Lesson 2.1: New words + Reading. II. New lesson:  Activity 1: Vocabulary (08’) a. Fill in the blanks with “shopping mall”, “building” or “amusement park”. Listen and repeat. - Ask students to look at their books and fill in the blanks with shopping mall, building, amusement park. - Have students check their answers with their partners - Check answers as a whole. Answer key: 2. shopping mall 3. building b. Circle the correct definitions for the underlined words. Listen and repeat. - Have students circle the correct definitions of the underlined words in the sentences - Check answers as a whole Answer key: 1. A 2. A 3. B 4. B - Play audio and have students listen and repeat - Check some students.  Activity 2: Speaking Skill (7’)
12. c. Use the adjectives in Task b. to talk about where you live. (Describe cities and where they live). + Option 1: A small game - Who is the quickest? - Ask students to exploit words relating to cities as much as possible - Divide the class into two groups - Ask students to check vocabularies and choose the winners. + Option 2: - Divide the class into pairs - Have pairs of students describe the cities they love or where they live - Have students use the adjectives in Task b to talk about where they live or cities - Encourage students to give more ideas/reasons - Have some pairs share their ideas with the class - Check some pairs, gives comments and corrects.  Activity 2: Reading (15’). + Option 1: Read the article comparing Singapore and Kuala Lumpur and write “True” or “False”. - Ask students to read the article individually - Have read the article as a whole class - Have students answer the question by writing True or False - Check answer as a whole class - Ask students to present the reasons why their answer is Yes - Give feedback Answer key: 2. False 3. True 4. True + Option 2: Talk about the city you like the most, Singapore or Kuala Lumpur? (Using the information in the article and add more reasons) - Divide the class into pairs. - Have pairs describe the cities they love. - Have students use the information in the article to talk.
13. - Encourage students to give more ideas/reasons. - Have some pairs share their ideas with the class. - Check some pairs, gives comments and corrects. III. Homework (3’) - Learn new words about Cities around the world. (Lesson 2) - Write a short paragraph to describe where you live. - Do exercises A. New Words in the workbook - Prepare: Lesson 2.2 – Grammar (Page 82 – SB) ------------------------------------------------------------------------- ENGLISH 8 UNIT 12: LIFE ON OTHER PLANETS Period 94: Lesson 1: Getting started I/Objectives 1. aims - To use the lexical items related to the topic ‘ life on other planets ’ - To use direct speech and indirect speech to report what people say or tell - To use might correctly 2. Knowledge and skills * General language knowledge - - Vocabulary: Adventure (n), Trek (n), captain (n)crew (n), thrilling (adj),terrorist (n) danger - Grammatical structures : Roprted speech ( questions) 3. Skills:Practice listening speaking, reading and writing with the lexical items related to the topic II/ Preparation: - T: lesson plan, visual pictures , projects, player A computer and an audio compact disk - Ss: vocabularies related to the topic ‘life on other planets ‘ III/ Anticipated problems - S may forget vocabularies so teacher should repeat them IV/Procedure 1. Class order: Greeting, checking attendance 2. Checking up: 3: Neww leson Teacher’s activities Student’s Content activities Warm up - T writes on the board: transportation, communication, housing and energy - Ask Ss to work 2 groups to list the future technologies they expect to see these filds (5minutes) - The team with more items wins - Ask Ss where and how fast they think
14. we can travel with new technology. Ask them is we could travel to other planets with those means of transprt that they have listed B. Presentation Activity 1 1.Listen and read - Asks Ss to look the picture and the They are at home. heading What could happen to Earth? Ss answer the They are talking +Where are Duong and Nhi? questions They might be talking about + What are they doing ? life on other planets + What might they be talking about ? Vocabulary - T introdures new words - Adventure (n) cuộc phiêu lưu - Trek (n) hành trình , du - Have Ss read aloud the new words hành - Call on some Ss to read aloud new Whole class - captain (n) phi trưởng words in front of the class read and write - crew (n) phi hành đoàn - Have Ss listen to the conversation down note - thrilling (adj): hòi hộp without reading the text to see if their book - terrorist (n) kẻ khủng bố preditions were correct. - danger (n) C.Practice - alien (n) người ngoài a hành tinh - Play the recording and have Ss work individually. Ss do not read the a.Tick True or False conversation. - t plays the recording once or twice. Pause the recording at the appropriate Key: places if ss need help with Ss work in 1. F 2. T 3. F 4. T 5. F comprehension. pair - Have ss share their answers with a partner b. Read the conversation b. again and answers the -T asks Ss not to look at the conversation questions to answer the questions. Key : - Have Ss read the conversation and check - Ss not to 1.James Kirk is the captain their answers look at the of the spaceship - Call on Ss to give answers conversation 2.They went to Nibiru planet - T corrects to answer the 3. It happens in 2259 questions 4. It’s the name of the spaceship that the crew travels on. C. 5. He wants to destroy Earth. -Ask ss to look at the conversation again C. Can you find the and underline the sentences in reported sentences in reported speech. speech . speech. Key - Have Ss read aloud the sentences 1.that’s funny.Trang also - Ss underline asked me what I thought
15. Activity 2 the sentences would happen to Earth in the - Have Ss work in pairs to match the in reported future. words with the pictures 2.I said that I didn’t know - T checks their answer Ss work in but that Earth might run by - T expalins that UFO ia an acronym, pairs aliens which stand unidetified flying object. 2.Use the word/ phraes in - Ask Ss repeat the words chorally the box to label - T correct their pronounciation Key 1. aliens 2. space buggy 3. UFO 4. weightless 5. galaxy Activity 3 Ss work in 6. spaceship - Have Ss work individually to fill the pairs 7. solar system 8. planet words / phrases in the blanks, then 3.Use the word/ phrases in check with apratner. 2 to fill the blanks - Elicit ss’s answers Key: 1. aliens 2. UFO 3. space buggy Activity 4 4. planet; planet 5. - Draw aword web with several circle weightless on the board. Elicit the word/ phrases Ss work in 6. solar system 7 galaxy in 2 from the class and write them in two big 8. Spaceship the circles , one word per circle groups - When all the words / phrases are 4. Game What and where written in the circles , give ss one minut to remember the position of each word / phrase. - Now rub out the words as Ss say them out aloud, leaving only the circles - Ss work in two big groups. Ask them to take turn to fill the circles with the Ss listen and correct words remember - The group that has more corerrect answers is the winner 4: Wrap-up( 4ms) -T: repeat to change reported speech ( question) 5. Homeassignment(1ms.) - Do exercises again - Learn by heart new words - Prepare unit 8: A closer look 1 UNIT 12: LIFE ON OTHER PLANETS Period 95: Lesson 2: A closer look 1 I/Objectives 1. aims
16. - To use the lexical items related to the topic ‘ life on other planets ’ - to pronounce correctly the words ending in -ful or –less in isolation and in context - To know vocabulary 2. Knowledge and skills * General language knowledge - Vocabulary: - Grammatical structures : 3. Skills:Practice listening speaking, and writing with the lexical items related to the topic II/ Preparation: - T: lesson plan, visual pictures , projects, player A computer and an audio compact disk - Ss: vocabularies related to the topic ‘life on other planets ‘ III/ Anticipated problems - S may forget vocabularies so teacher should repeat them IV/Procedure 1. Class order: Greeting, checking attendance 2. Checking up: 3: Neww leson Teacher’s activities Student Content ’s activitie s A. Warm up B. Presentation VOCABULARY Activity 1 1.Use the mnames of planets in - Have Ss open the books and the box to label the diagram of work individually the solar system - Have them share their answers with a partner Ss read - mercury (n) sao thuỷ - Ss share their answers with a and - venus (n) sao kim partner write - Saturn (n) sao thổ down on - Mars (n) sao hoả note - Neptune (n) : sao hải vương book - Jupiter (n): sao mộc C. Practice 2.Now scan the passage and Activity 2 check your answers - Have Ss work in pairs , read the passage nd check their answers in 1 . Key - Then Check Ss’ answers as a 1. a. Mecury B. venus C. Mars class D. jupiter E. Saturn F. Activity 3 Neptune - Have Ss work individually to Ss work fill the blanks without the in pairs 3.Write the names of the planets passage again. . - Have Ss compare their answers in pairs. Key 1. Neptune 2. saturn 3. Mars 4.
17. Activity 4 Jupiter 5. Venus Ss work a. T can expalin that to form in pairs 4.a. add suffix –ful or –less adjectives we add suffixes –ful .. or – less to a noun or a verb . Asks Ss tyo work in pairs to form words with the ending - Key full or –less . Ss work - Ask Ss to swap in pairs to check in pairs Weightless waterless their answers, then check their resouceful/ recourless airless answer as a class beautiful wonderful b. - Ask ss to work in pairs to write a b. sentence about the topic of space for Example each word. - Earth looks beautiful from space - Have them swap their sentences - Venus is a dry and waterless with another pair’s to peer check planet Have some ss read out their PRONUNCIATION sentences and correct Ss ‘s work if Ss work necessary in pairs stress in words ending in – ful or – less when we add –full or –less to nouns Activity 5 or verbs to form adje4ctives , the - Explain to Ss that when we add stress of the words remain unchaned suffix – ful or –less to a word , Ex: the tress of the word remains ‘Water -> ‘waterless unchanged . ‘hope-> ‘hopless/ ‘hopefull - T plays the recording and ask Ss For’get-> for’getful to listen and stress the words. - Check Ss’ answers as a class Ss work 5.Put the stress in the correct in pairs place in the words. Then listen and check Audio scrip Activity 6 ‘thoughtl ‘meaning ‘hopeless - First, Have Ss work individually ess ful to mark the tress in each word. - Ten asks Ss to compare their ‘meaning ‘helpful ‘ thoughtful answers with a partner. less - Have them practice reading ‘useless ‘plentiful ‘useful sentences. - T plays the recording and ask Ss Ss work 6. Read the following sentences to listen , Check their answers in pairs and mark the stress syllable on and repeat the sentences the words Audio scipt 1.Her speech on the enironment was ‘meaningful 2.My teacher is so ‘helpful when
18. 4: Wrap-up( 4ms) we don’t understand something -T: ask Ss to give example with the 3. I was ‘helpless to stop the dog words ending -ful or –less bitting me 5. Homeassignment(1ms.) 4. this dictionary is so ‘ useful - Do exercises again Ss : 5. there is ‘ planetiful water for life - Learn by heart new words homeles on Earth - Prepare unit 8: A closer look 2 s, . UNIT 12: LIFE ON OTHER PLANETS Period 96: Lesson 3: A closer look 2 I/Objectives 1. aims - To use the lexical items related to the topic ‘ life on other planets ’ - To pronounce correctly the words ending in -ful or –less in isolation and in context - To know vocabulary 2. Knowledge and skills * General language knowledge - Vocabulary: - Grammatical structures : 3. Skills:Practice listening speaking, and writing with the lexical items related to the topic II/ Preparation: - T: lesson plan, visual pictures , projects, player - Ss: vocabularies related to the topic ‘life on other planets ‘ III/ Anticipated problems - S may forget vocabularies so teacher should repeat them IV/Procedure Teacher’s activities Student’s Content activities A. Warm up B. Prsentation Acitity 1 GRAMMAR - Ask Ss to work individually to May and might fill the gaps . - Have Ss compare their answer 1.Use may /might to fill each of with apartener and explain the blank their answers. - T checks the answers as Key: aclass and ask Ss to Ss work in 1. may/ might 2. may / might explainations pairs 3. may / might 4. may 5. may - T asks Ss about the rules of / might 6. may changing staments from direct 7. may / might 8. may into reported speech that they learnt in the previous unit. Tell
19. them that in this lesson they are going to learn about repoted questions 3. Practice 2.Nick claimed that he had seen Activity 2 a UFO . Read . - Have Ss work in pairs and do Key: the exercise 1.What 2. had seen.; Had - Ss work in pairs and do the landed 3. what 4. had been exercise Ss work in going 5. had looked 6. had - Ask them to read out their pairs seen 7. had seen 8. had hidden answers as class Activity 3 3.Circle the correct word - Let ss work individually and check their answers with a Key: classmate. Ss work in 1. ask 2. if 3. before 4. - Then check the answers a s pairs different aclass Activity 4 4.Read other questions by the - Ask Ss to work individually to interviewer write questions in reported Key: speech . Ss to work 1.the interviewer asked if he went - Have one s write the answers individually for a walk ever day. on the board and get feedback 2.He asked how Nick had felt from other Ss. Check the when he had seen the alien. answers as a class 3.He asked what the alien had looked like. 4. He asked why Nick hadn’t Activity 5 taken a photo of the alien. - Have Ss work in groups for 5 5. The interviewer asked how to 10 minutes. T goes around to long the uFo had stayed there. see if Ss need help. Then ask 6. The interwiewer asked if Nick Ss who plays nick’s role to had senn any UFOs since then report orally the questions he was asked. Get another S in the 5.Work in groups .. groups report what Nick answered Ss work in 4: Wrap-up( 4ms) groups -T repeat the rules of changing from direct into reported speech 3. Homeassignment(1ms.) - Do exercises B in page 44 in wokbook Ss: - Learn by heart new words remember - - Prepare unit 8: communication UNIT 12: LIFE ON OTHER PLANETS
20. Period 97: Lesson 4: Communication I/Objectives 1. aims - To use the lexical items related to the topic ‘ life on other planets ’ - to talk about what life may be on other planets 2. Knowledge and skills *General language knowledge - Vocabulary: - Grammatical structures : 3. Skills:Practice speaking, and writing with the lexical items related to the topic II/ Preparation: - T: lesson plan, visual pictures , projects, player - Ss: vocabularies related to the topic ‘life on other planets ‘ III/ Anticipated problems - S may forget vocabularies so teacher should repeat them IV/Procedure 1. Class order: Greeting, checking attendance 2. Checking up: 3: Neww leson Teacher’s activities Students’ Content activities Warm up B. Presentation Activity 1 1.Five tenagers are discussing the - Have ss read the comments. Ss work in possiblility of other life form sin - Ask Ss to do the reading as fast as pairs our galaxy possible and remember the edeas. - T moves around the class. Bring 2. Work in group . everyone together if there are ideas Suggestions for disagreements or words that need clrifying. - I diagree with Nhi because the C. Practice inhebitants there may be able Activity 2 to live in high temperature. - Have Ss to work in groups. Tell They may have bodies which Ss that they can look back at bog Ss to work can resist heat. Or they may and use the example to discuss in groups have aspecial machinew to the five ideas. cool down the atmosphere of - If Ss agree, ask them to add any the place where they live details from their imagination - I disagree with Duc because about the planet. the inhabitants may be able to - Elicit the reasos why there may extract liquid from be inhabitants there, what those underground to survive . inhabitants may look like, how Their bodies may be adapted they can communicate , how to the environment there. they can travel They may not need oxygen but hydrogen or nitrogen to breathe. - I disagree with anh. Any