Unit 10. Life on other planets

- By the end of the lesson, students will be able to write an exposition about the existence of UFOS.. METHOD AND TEACHING AIDS:.[r]

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- Week: 30, 31, 32

- Period: 61, 62, 63, 64, 65

- Form: 94, 6, 8, 9

- Date of teaching: 23 /3/ 2017 -> 04 /4/2017

UNIT 10: LIFE ON OTHER PLANETS

Period 61: Getting started - Listen and read

I OBJECTIVES:

- After studying the lesson, students will be able to know more about UFOs

- Developing students’ listening and reading skills Students read a text about UFOs for details

to complete the notes

- Encouraging sts' love for astronomy

II LANGUAGE CONTENTS:

1 Vocabulary: spacecraft (n); meteor (n); evidence (n); alien (n); (to) capture; device (n); (to) claim.

2 Grammar: - Review: Reported Speech; Modal Verbs; Conditional sentences type 1

- Conditional sentence type 2 (introduction)

III METHOD AND TEACHING AIDS:

1 Method: Communicative approach; Audio-lingual method

2 Teaching aids: Textbook, cards; pictures, colored chalk…

IV TEACHING PROCEDURES:

Contents Teacher and sts’ activities

 Warm up : Guessing the pictures

Ex:

+ What’s the meaning of the word UFO?

+ What can you see in the pictures?

+ Have you ever heard about UFOS? Do you

think they really exist?

+ Have you ever seen any film on UFOS? What

are they about?

+ What do you want to know about UFOS?

 Presentation :

* Set the scene:

Pre-teach Vocabulary:

 spacecraft (n):

 meteor (n):

 evidence (n):

 alien (n):

 capture (v): catch (v)

 device (n):

 claim (v) :

 sample (n):

* Structure:

may

might -> possibility

* Introduces the text: In 1947; Kenneth Arnold,

an experienced pilot in the USA see a UFO in the

- Divide the class into many groups

- Ask Sts to work in groups, guessing the pictures

on page 83

- Collects sts' answers

- Give feedback

- Describe the situation about UFOs

- Elicit and explain new words by techniques ( picture, visual, explanation )

- Introduce the structure

- Ask Sts to take notes

S + + V (Inf.)

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 Practice :

Selecting word:

 Keys :

 proof; support = evidence.

 falling star or shooting star = meteor

 unknown / strange people or thing = aliens

 bringing together or gathering = collecting

 caught as a prisoner = captured

 became impossible to see = disappeared

Task 2: Complete the notes

Keys: UFO Sightings

a) An aircraft; a weather balloon or a meteor…

b) Nice large round objects traveling at about

2,800 meters an hour.

c) … 1,500 UFO sightings …

d) … a UFO above their …

e) … an egg- shaped object in one of his fields

and also aliens collecting soil samples…

f) … claimed they were captured by aliens and

taken aboard a spacecraft.

g) … and his plane disappeared after sighting a

UFO …

h) … that he saw a plate – like device at a treetop

30 meters away…

 Production (discussion)

Tell the ways you do if you met an alien.

* Homework:

- Learn new words by heart.

- Prepare Speak and Listen.

- Introduce the text and ask sts to listen to the tape

- Ask sts some questions to check their listening

- Ask sts to read the text in silence and find the words whose meanings are the same to the given words ( pair-work)

- Call on some sts to give their answers -> correct sts’ mistakes

- Get Sts to read the text again and complete the notes

- Ask sts to compare their answers with partners'

- Call on some sts to read their answers aloud -> Give feedback

- Give topic

- Sts discuss in groups

- Call some Sts to present their discussion

- Give homework.

IV TEACHING EXPERIENCE:

Period 62 : Speak & Listen

I OBJECTIVES :

- Developing sts' speaking and listening skills

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- By the end of the lesson, students will be to know more about the moon.

II LANGUAGE CONTENTS :

1 Vocabulary: (an) expert; crater (n); one – sixth;

2 Structure: Review: Conditional sentences type 1

III METHOD AND TEACHING AIDS :

1 Method: Communicative approach

2 Teaching aids: Textbook, cassette; poster…

IV TEACHING PROCEDURES :

 Warm up : (Shark’s attack)

Topic: One of the planets

(Moon)

 Pre –speaking : (prequestion)

+ Which planet is nearest to the sun? (Mars)

+ Which is the biggest?

+ Which is the hottest?

- Pre-teach Vocabulary:

 gemstone (n):

 sparkling (adj):

 creature (n):

 trace (n):

 mineral (n):

 While-speaking :

Set the scene: A space tourist travelled to Mars, he

saw many things there and noted them down These

are drawings of things Try to guess and match the

drawings with their names.

 Answer Keys :

(5) little creatures (6) gas

(7) gemstone

 Task 2 : Review Prepositional phrases

 + on the right (left) corner

+ on the left (right) top corner

+ in the middle

+ on the left (right) bottom

Ask Sts to try to guess the word

If their guess is wrong, the girl has to step down

Correct and remark - Congratulations

- Elicit and explain new words by techniques

- Checking memory by matching

- Sts go to the board and match the cards carrying the names with the drawings

- Remind sts of some adv phrases of place

- Sts match the positions of the map to elicit adv phrases of place

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 Post- speaking :

Model:

Nam: What do these drawing says, Hung?

Hung: There might be water in Mars

Nam: And what about these black sparkling spots on

the right corner?

Hung: Well, they might be traces of gemstones There

may be a lot precious on Mars.

* LISTEN

 Pre –listening :

 crater (n):

 one – sixth = 1

6

 two – fifth = 2

5

- Prediction:

Set the scene: You will listen to the description of

the moon But before listening, you should read the

statements on page 86 and guess which is correct

and which is incorrect.

Statements

a) There is no air on the moon.

b) There are rivers and lakes on the moon.

c) There are no sound on the moon.

d) It is very cold at night on the moon.

e) During the day the temperature is even lower.

f) There are no mountains on the moon.

g) There are great round holes on the moon.

h) You will weigh 8 Kilos heavier on the moon.

i) You will be able to jump very high on the moon.

j) One day on the moon lasts for two weeks.

 While listening :

+ Set the scene: This information to describe the

moon.

+ Check prediction:

* Answer Keys:

a; c; d; f; i; j

 Post listening : (Discussion)

Talk about the moon

 Is there life on the moon?

Why or why not?

 Are there also high mountains?

- Call on some pairs of sts to read the model before class

- Sts practice in pairs, making similar dia

- Correct sts’ mistakes

- Establish the situations of a text

- Explain some new words

- Stick the poster on the board

- Get Sts to work in pairs ticking the statements that they think they are correct

- Give feedback

- Play the cassette (twice)

- Sts listen and check their prediction

- Ask Sts to work in groups, telling what they know about the moon

- Establish the situations by comprehension questions

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* Possible answer

+ very cold

+ temperature to 1510C below zero

+ very many holes

+ no life in it …

 Homework :

- Learn new words by heart.

Period 63: Read

I OBJECTIVES:

- Developing sts' reading skill

- By the end of the lesson, students will be able to understand the text about a space trip

1 Vocabulary: (to) push up; orbit (n); totally (adv); marvelous (adj); physical condition (n); cabin (n); (to) be on

board

2 Grammar: Conditional Sentences type 1, 2

1 Method: Teaching reading; communicative approach

2 Teaching aids: Textbook, posters, pictures, cassette…

 Warm up : Kim’s game

sun; moon; earth; star; space; ocean; traveler;

wonderful; healthy; trip

 Pre –reading :

 Pre-teaching of Vocabulary :

 (to) push up: (mime)

 orbit (n,v): (translation)

 totally (adv) = completely (synonym)

 physical condition (n): (translation)

 While reading :

- Stick the poster on the board

- Ask Sts to observe the poster, then hide it

- Ask Sts to write down the words they have just seen in the poster

- Elicit new words by techniques

- Ask Sts to copy down the new words

- Let sts listen and repeat the new words

- Checking memory by slap the board

(Play the game with two teams)

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Comprehension questions: (Lucky number game)

1/ What will you have to do if you decide to take a

space trip?

2/ Lucky Number.

3/ What must do you do if you want to show you

are in perfect health?

4/ What things can do you cannot do when you are

on the Earth?

5/ Lucky Number.

6/ What scenes on the Earth can you see from

outer space?

7/ If you were able to take a space trip, what

would you do to prepare for the trip? What would

you like to bring along?

8/ Lucky Number.

 Post reading : Discussion.

If you were able to take a space trip, what would

you do to prepare for the trip?

What would you like to bring along?

 Homework :

- learn by heart new words.

- Rewrite the answers down on notebooks.

- Prepare Write.

- Ask Sts to read the text silently

- Ask Sts to play a game : “Lucky Number”

- Sts answer the questions

- Ask Sts to discuss the topic in groups

Give homework

Period 64: Write

I OBJECTIVES:

- Developing sts’ writing skill

- By the end of the lesson, students will be able to write an exposition about the existence of UFOS.

 Vocabulary: imagination (n); trick (n); land (v); man – like creature (n); mysterious (adj); flying

saucer (n).

 Structure: Conditional sentences: type 1 and type 2.

1 Method: Audio-lingual method

2 Teaching aids: picture, poster; cards…

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 Warm up : Jumbled Words

 ucinionttrod = Introduction

 oybd = body

 nculcoonsi = conclusion

 taimnenterent = Entertainment

 caret = trace

 Pre –writing :

- Pre-teach Vocabulary:

 imagination (n):

 trick (n):

 land (v)

 man – like creature (n):

 mysterious (adj):)

- Review the structure:

May / might / should + V (Inf).

- Reading task:

Set the scene: How to write a paragraph There are

three parts

- Reading task by comprehension:

Questions:

a/ What is the writer’s view point?

b/ What are his reasons for his persuasion?

c/ What does he write to sum up his argument?

- Work on the outline: Matching

Exercise 6a on page 88

 Answer Keys :

 Introduction: ii (I don’t believe…)

Body: iii (Firstly…secondary… Moreover…)

 Conclusion: i (There fore…)

- Reading the dialogue:

Exercise 6b on page 88

Keys – Question:

1 What does Ba think about the existence of

UFOS? (UFOS exits)

2 Why does he think so? (articles and reports in

newspaper…)

3 What does Ba think we should do? (UFOS…)

 While Writing : Writing an exposition about the

existence of UFOS

 Post Writing :

Suggested Writing:

I believe UFOs exist because articles and reports in

newspaper talked a lot about their appearance.

Firstly, many people around the world say they

have seen flying saucers Secondly, there are plenty

- Divide the class into two groups

- Ask Sts from each team to go to the board and write the correct words

(The team which is faster with more correct words wins.)

- Elicit and explain new words by techniques

- Sts listen and repeat

- Remind sts of the structure

- Get Sts to read the outline on page 88, then give the answer

- Ask Sts to practice in pairs

- Give feedback

- Ask Sts read the dialogue in pairs and discuss the questions

- Get Sts to use Ba’s opinion to write an exposition about the existence of UFOs

- Ask sts to compare their writing with their partners’

- Ask some sts to read their writing aloud, while another student writes his writing on the board

-> Correct the mistakes

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of photos of flying saucers and some photographers

said they saw man-like creatures get out of the

saucers Moreover, people are talking about the

mysterious circles on the fields in Great Britain.

Therefore, UFOs are no longer human beings’

imagination They are real We should be ready to

welcome their visits.

 Homework :

- Rewrite the exposition down on notebook.

- Prepare "language focus".

- Give homework

Period 65: LANGUAGE FOCUS

I OBJECTIVES :

- Giving students a chance to practice more in Relative clause and Conditional sentences

- By the end of the lesson, students will be able to use Conditional sentences ( type 1,2) and talk about possibility with may / might

II LANGUAGE CONTENTS :

 Vocabulary: (textbook)

 Structure: + Condition sentences 1,2

+ may / might

III TEACHING METHOD : Teaching grammar

IV TEACHING AIDS : Textbook, picture, poster; chalk…

V TEACHING PROCEDURES :

 Warm up : Jumbled words

 isrh = rich

 lockc – clock

 tivis = visit

 alrma = alarm

 aienl = alien

 pscea = space

 Presentation :

May / might + V (Infinitive)

- Divide the class into to teams

- Ask Sts from each team to go to the board, write down the correct words

(The team which is faster with more correct words wins.)

- Correct their mistakes

* Revision of Modal Verbs: may, might

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 Practice :

 TASK 1 : Exercise 1 on page 89

Model:

S1: What may it be?

S2: It may be a book or it might be a game.

Complete the sentences

Model: a) If it rains this evening, I won’t go out.

Keys:

b) will miss / does not hurry

c) is not / will drop

d) will join / finishes

e) writes / won’t forget

 TASK 3 : Conditional Sentences type 2

Set the scene: “Ba is not rich so he can’t travel around

the world.”

-> If Ba were rich, he would travel around the world.

If clause: Past simple / Past subjunctive

Main clause: would / should / could / might + V (Inf.)

Answer Keys:

b/ If Mr Loc had a car, he would drive to work.

c/ If Lan lived in HCM City, she would visit Saigon

Water Park.

d/ Nam would arrive at school on time if he had an

alarm clock.

e/ If Hoa lived in Hue, she would see their parents every

day.

f/ If Nga owned a piano, she would play well.

g/ Tuan would get better grades if he studied harder

What would you do if you met an alien from outer

space? Write 3 things you would like to do

 Homework :

- Do the exercises in exercise-book

- Prepare for 2nd semester examination

- Ask Sts to practice asking and answering

in pairs

- Give feedback

- Remind sts of conditional sentence type 1

- Ask Sts to use the verbs in the box to complete the sentences

- Call on some Sts to read the completed sentences aloud

- Give feedback

- Explain the structure of conditional sentence (type 2)

- Ask Sts to look at the pictures and complete the sentences

- Sts do the exercise individually

- Call on some sts to read their answers aloud

- Give feedback

- Ask sts to do the exercise individually

- Call on some sts to write their own sentences on the board

-> Correct sts’ mistakes

- Give homework

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