Listen to Nick and Linda talking about their dream houses.. Listen to Nick and Linda talking about their dream houses again.[r]
Trang 1Period: 91
Unit 11: OUR GREENER WORLD
LOOKING BACK
I Objectives
1 Knowledge, Skills, Attitude:
a Knowledge: By the end of this lesson, students can review some vocabulary and grammar they’ve learn
in unit 11
- Vocabulary: the lexical items related to the topic “Our greener world”.
- Grammar: Conditional sentences – type 1
b Skills: listening, speaking, reading and writing.
c Attitude: - Educate Ss to have their responsibilities for protecting the environment.
2 Capacity is formed and developed for students
- Self – learning capability
- Communicative competence
II Preparation
1 Teacher: text book, extra board, cassette tape and real objects.
2 Students: textbook, notebook, workbook.
III Students’ activities
1 Warm up (5’)
- T asks Ss to remember and say
- Ss say
- T corrects
Chatting: Talk about the topic of the unit again
- Try your best to study hard to have a good job in the future in order to build the future house
2 Knowledge formation activities (36’)
Ss: Do this activity individually then compare
their answers with a partner
T: Asks three Ss to go to the board, each writes
a word web on the board Elicits other words
from Ss to add to the webs
Vocabulary.
1 Add more words to the word webs below.
*Key:
- Reduce: electricity, paper, rubbish, gas, water.
- Reuse: plastic bag, can, light bulb, envelop, bottle.
- Recycle: plastic box, plastic bag, newspaper, can,
book
Ss: Following the example in the book, work in
pair to ask and answer questions about the 3Rs
T: Calls on some pairs to act out their dialogues
Comments on Ss’ performance
2 In pairs, ask and answer questions about the 3Rs.
Example: A: Can we reduce water use?
B: Yes, we can A: How?
B: Don’t take a bath
Ss: Do this exercise individually then compare
their answers with a partner
T: Checks Ss’ answers If there is time, Ss
should write out complete sentences in their
notebooks
T: asks ss to do the task individually, then asks
Ss to practise before the class
- Corrects Ss’ mistakes
T: Give some examples to help Ss to remember
again the form, the use of conditional type 1
Ss: Look at the examples Give the form, the use
of the conditional type 1
- Give more examples
3 a Complete the words or phrases.
*Key:
1 deforestation
2 air pollution
3 water pollution
4 noise pollution
5 soil pollution
b Match these word or phrases
*Key:
1 b 2 e 3 a 4 c 5 d
Grammar.
Conditional sentences - type 1
Ex: - If we all use this kind of bag, we’ll help the environment
- If more people cycle, there will be less air pollution Form:
If - clause Main clause
Trang 2If + S + V (present simple)
S + will/ won’t + V (bare infi …)
Ss: Do this exercise individually the compare
their answers with a partner
T: Calls on some students to give their answers
- Confirms the correct answers
4 Write the correct form of each verb in brackets.
*Key:
1 is / will rise
2 rises/ will disappear
3 reduce, will have
4 don’t have/ will be
5 are/ will be Ss: Do this exercise individually the compare
their answers with a partner
T: Calls on some students to give their answers
- Gives feedback - Corrects
5 Combine each pair of sentences below to make a conditional sentence- type 1.
*Key:
1 If Ss 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 If you see a used can on the road, what will you do? Ss: Work in groups of four One S interviews
the other three group members and notes down
their answers
T: Asks some Ss to report the results to the
class
Communication.
6 Work in groups Interview three classmates and note down their answers Share their answers with the class.
3 Consolidation 4’
T: Summarizes the main contents of the lesson
+ Vocabulary about recycling, conditional sentence type 1, communication-using words related to
environmental problems…
+ The project about reuse things to save natural resources
4 Using knowledge (option)
5 Further practice (option)
IV Experience:
………
………
………
Period: 92
THE FOURTH FORTY-FIVE MINUTE TEST
I Objectives
1 Knowledge, Skills, Attitude:
a Knowledge: To check Students’ knowledge of Units 10, 11.
- Vocabulary: The lexical items related to the topic “Our houses in the future, Our greener word”.
- Grammar: Modals: will, might; Conditional sentences type 1
b Skills: listening, speaking, reading and writing.
c Attitude: Educate students to love their house, protect the environments, do the test in English well
2 Capacity is formed and developed for students
- Self – learning capability
II Preparation
1 Teacher: text book, extra board, cassette tape and real objects.
2 Students: textbook, notebook, workbook.
III Students’ activities
1 Matrix for the second 45 minute test
Trang 3Cấp độ nhận thức
Chủ đề: unit 10-unit 11
Nhận biết (30%) Thông hiểu (40%) Vận dụng (30%)
Tổng
1
4
1
8
2
C Language focus: 6
1,5
6 1,5
12
3
2 Test 45’
A LISTENING (2 ms) (U10 skill 2.2)
I Listen to Nick and Linda talking about their dream houses Circle the letter A, B or C to complete each sentence (1m).
1 Her name’s _
2 Her dream house is a _ villa
3 She has a _garden
4 Nick’s house is an _in the city
II Listen to Nick and Linda talking about their dream houses again Tick true or false each sentence (1m).
1 Linda’s dream house is on the mountain
2 Her dream house is very noisy
3 Nick’s dream house is an apartment in the city
4 Nick doesn’t need a yard or a garden
B READING (2 ms).
In the future we will live in amazing new homes Our houses will use the sun or the wind to make electricity
We won’t have cooker, dishwashers, or washing machines We will have robots to cook our dinner and wash our clothes We will have robots to look after our children, and to feed our cats and dogs
I Read the text and tick the boxes true “T” or false “F” (1m).
1 We will live in old homes in the future
2 Our houses will use the sun or the wind to make electricity
3 We will not have robots to cook our dinner and wash our clothes
4 We will have robots to look after our children
II Answer the questions (1.5 ms).
1 Will our house use the sun or the wind to make electricity? -> ………
2 Will we have cookers or dishwashers? -> ………
3 What will we have to cook dinner and wash our clothes? -> ………
4 What will we have to look after our children? -> ………
C LANGUAGE FOCUS (2ms).
I Choose the best answer from the four options (A or B, C, D) to complete each of the following sentences (1pt)
1 In the future I will _ Robots to do the house work
2 You’ll save a lot of trees if you _ recycled paper
Trang 4A using B use C to use D used
3 If she doesn’t eat more vegetables, she _ fat
4 They take these bottles to the factory to _them
5 Find the word which has a different sound in the underlined
A ask B plastic C back D grandparent
6 Find the word which has a different sound in the underlined
II Match a clause in A with a suitable clause in B (1pt)
1 + …… 1 If she doesn’t eat less, a people will have less breathing problems
2 + …… 2 If the river isn’t dirty, b she will be fat
3 + …… 3 What will you do c there will be more fish
4 + …… 4 If the air is cleaner, d if a student throwing cans on the road?
5 + …… 5 automatic dishwasher e wash and dry clothes
6 + …… 6 automatic washing machine f wash and dry dishes
D WRITNG (4 MS).
I Choose a, b, c or d to complete the following the sentences (1,5 ms).
1 I ………… (have) a robot to cook my meals in the future
2 We ………… (travel) to the Moon by supper car in the future
3 She ……… (get) up late tomorrow morning
4 If it will be Sunday tomorrow, they ………… (plain) the vegetables
5 We will save a lot of trees if we ……… (not waste) so much paper
6 If she ……… (like) this ‘green’ shopping bag, I’ll buy for her
II Answer the questions about you (1,5 ms).
1 Can we reduce water use? -> ………
2 How can you reduce water use? -> ………
3 Do you recycle used paper? -> ………
4 What do you do with used paper? -> ………
5 Will you reuse the old clothes? -> ………
6 What will you do with old clothes? -> ………
3 Key answers
A LISTENING (2 ms)
I Listen to Nick and Linda talking about their dream houses Circle the letter A, B or C to complete each sentence (1m).
II Listen to Nick and Linda talking about their dream houses again Tick true or false each sentence (1m).
B READING (2 ms).
I Read the text and tick the boxes true “T” or false “F” (1m).
II Answer the questions (1.5 ms).
1 Yes, it will
2 No, we won’t
3 We will have robots to cook dinner and wash our clothes
4 We will have robots to look after our children?
C LANGUAGE FOCUS (2ms).
I Choose the best answer from the four options (A or B, C, D) to complete each of the following sentences (1pt)
Trang 5II Match a clause in A with a suitable clause in B (1pt)
D WRITNG (4 MS).
I Choose a, b, c or d to complete the following the sentences (1,5 ms).
1 will have 2 will travel 3 will get 4 plain 5 do not waste 6 likes
II Answer the questions about you (1,5 ms).
- Ss’ answers
4 Using knowledge (option)
5 Further practice (option)
IV Experience:
………
………
………
Period: 93
Unit 12: ROBOTS GETTING STARTED
I Objectives
1 Knowledge, Skills, Attitude:
a Knowledge: By the end of this lesson, students can know some vocabulary and structure to talk about
the topic ‘robots’
- Vocabulary: the lexical items related to the topic “Robots”.
- Grammar: Could for past ability.
Will be able to for future ability
b Skills: listening, speaking, reading and writing.
c Attitude: hard, concentrated and active.
2 Capacity is formed and developed for students
- Self – learning capability
- Communicative competence
II Preparation
1 Teacher: text book, extra board, cassette tape and real objects.
2 Students: textbook, notebook, workbook.
III Students’ activities
1 Warm up (5’)
T: Introduces “In this unit, we’ll talk about very
special machines which can move and do some of
the work of a person Can you guess what are
they?”
Ss: Give their answers
T: Gives feedback ‘Yes They’re robots, and the
topic of this unit is: Robots’
Guessing game
2 Knowledge formation activities (36’)
T: Plays the recording twice
Ss: Listen and read
T: Elicits words from Ss
Ss: Give the new words
T: Helps Ss read the new words in chorus
- Calls on some Ss to read aloud
- Checks vocabulary by “Do matching”
T: Gives some examples to introduces new
1 Listen and read.
*Vocabulary:
- role (n): vai trò
- minor ['mainə] (adj): nhỏ, thứ yếu
- minor role: vai trò thứ yếu
- human ( adj): con người, loài người
Trang 6grammar
Ss: Listen and remember Then write in notebook
* T: Asks Ss to practice in pairs Roleplay Nick &
Dr Alex, reading the conversation
Ss: Practice in pairs
T: Calls some pairs to practice aloud Corrects Ss’
pronunciations
T: Asks Ss to work in pairs, ask and answer the
questions
Ss: Work in pairs
T: Calls on some pairs to check
Ss: Give their answers before the class
T: Corrects the mistakes
T: Asks Ss to name the things they see in the
pictures
- Asks them to find out four types of robots in the
conversation and write them under the correct
pictures
- Calls Ss to write their answers on the board
- Corrects them
* Grammar:
+Could for past ability
Ex: In the past they had a minor role
They could do very simple things
+ Will be able to for future ability.
Ex: - They will be able to do many things like humans
- They won’t be able to do things like play football or drive a car
a Answer the following questions.
*Key:
1 They could only do very simple things
2 Yes, they can
3 They will be able to do many things like humans
4 No, they won’t
b Find the four types of robots in the conversation Write them under the correct pictures below.
*Key:
1 teaching robots
2 worker robots
3 doctor robots
4 home robots T: Has Ss quickly match each activity with its
picture
- Plays the recording for Ss to check their answers
- Pauses after each phrase and asks Ss to repeat
chorally and individually
- Corrects their pronounciation
2 Match the activities with the pictures
*Key:
1 c 2.d 3 a 4 b
T: Demonstrates the game to the class first Asks a
more able student to help T
Ss: Play in groups
3 Game: Miming Work in groups A student mimes one of the activities in 2 and the others try to guess Then swap.
Ex:
A: What am I doing?
B: You’re doing the dishes
A: Yes, that’s right / No, try again
T: helps Ss to remember the use of ‘can’ to talk
about ability in the present and has some Ss give
examples
Asks to tell what activities in the pictures he/ she
can or can’t do.
Ss: Talk about the pictures with a partner
T: Calls on some Ss to check
- Corrects Ss’ mistakes
4 Look at the pictures Tell your partner what you can or can’t do now
Example: I can draw./ I can’t swim.
a I can play football /I can’t play football
T: Asks the pupils to do the exercises
Ss: Work in pairs
T: Goes around to help weaker Ss
T: Asks Ss to move around and ask different
classmates different questions
Ss: Go around the class asking the questions
T: Asks Ss to report the results
5 Class survey:
3 Consolidation 4’
Trang 7T: Calls 2 Ss to repeat the abilities of ‘Robots’, the way to use of ‘can’, ‘could’.
4 Using knowledge (option)
5 Further practice (option)
IV Experience:
………
………
………
Signature Week 32: