Giáo án Tiếng anh 7 Friends Plus Unit 8 I BELIEVE I CAN FLY

TEACHER^’S ACTIVITIES

STUDENTS^, ACTIVITIES

CONTENTS

I. WARM-UP. T- Ss - T / Ss - Ss / (5’)

Guessing Game

- Show photos of some vehicles.

- Ask students to call out the names of these vehicles.

- Give comments.

- Guess the photos.

- Tell the class.

Suggested answer:

Students’ own answers.

II. PRESENTATION. T - Ss - T / Ss - Ss / Indiv. (10’)

Set context:

- Ask students some questions: Can you fly as a bird? Can a car fly?

- Show some pictures or play a video clip of a car running and flying or a motorbike running and flying. Ask students: Do you want to fly? And say: Yes, I believe all of us can fly.

- Lead to the topic – Future Vehicles

Teach new vocabulary:

• Use pictures and explanations to present new words.
• Ask students to practice their pronunciation drills.

New words:

flying car

jetpack

amphibious bus

fossil fuels

economical

wonderful

fast

convenient

spacious

self-driving

• Answer the questions.

Suggested answers:

Students’ own answers

New words:

flying car /ˈflaɪɪŋ kɑː(r)/

jetpack /ˈdʒetpæk/

amphibious bus /æmˈfɪbiəs bʌs /

fossil fuels /ˈfɒsl fjuːəlz/

economical /ˌiːkəˈnɒmɪkl/

wonderful /ˈwʌndəfl/

fast /fɑːst/

convenient /kənˈviːniənt/

spacious /ˈspeɪʃəs/

self-driving /ˌself ˈdraɪvɪŋ/

III. PRACTICE. T - Ss - T/ S - S/ Indiv.

Activity 1 (5’) Read the descriptions and match them with six photos A-F.

- Ask students to scan the descriptions 1-6 quickly in 2 minutes and underline the most important details.

- Let students work in pairs to guess which photos A-F match descriptions 1-6.

- Ask students to show the answers.

- Read the answers to the class.

Activity 2 (5’) Find the name for each means of transport. Listen and check.

- Let students work individually.

- Ask them to underline the names of the means of transport in descriptions 1-6.

- Play the audio for students to listen and check.

- Check answers with the class and check that students understand all the names.

Activity 3 (5’) Read the description from Exercise 1 again. Choose the word in blue with the correct definition.

- Let students work in pairs.

- Ask them to read the words in blue, then read descriptions 1-6 to find out the synonyms.

- Ask some students to read the answers.

- Check the answers with the class.

Activity 4 (5’) Listen to the dialogue. What future means of transport are they talking about?

- Let students work individually.

- Play the audio for students to listen and check what future means of transport they are talking about.

- Ask some students to answer the question.

• Scan the descriptions 1-6 quickly in 2 minutes and underline the most important details.
• Work in pairs to guess which photos A-F match descriptions 1-6.
• Show the answers.
• Check the answers with the teacher.
• Work individually to underline the names of the means of transport in descriptions 1-6.
• Listen and check.
• Check with the teacher.
• Work in pairs to read the words in blue, then read descriptions 1-6 to find out the synonyms.
• Check the answers with the teacher.
• Work individually.
• Listen and check what future means of transport they are talking about.
• Check the answers with the teacher.

Suggested answers

1. C

2. D

3. A

4. F

5. E

6. B

Suggested answers:

A flying motorbike

B self-driving car

C flying car

D jetpack

E tunnel bus

F amphibious bus

Suggested answers:

1. self-driving

2. fast

3. convenient

4. spacious

5. economical

6. wonderful

Suggested answers:

Flying car

IV. PRODUCTION. T - Ss - T/ S - S / Indiv.

• Activity 5 (15’) USE IT! Work in pairs. Talk about a future means of transport. Use the key phrases.

- Let students work in pairs.

- Explain the key phrases to the class.

- Ask each student to choose their favorite future means of transport and to tell their partners.

- Check students’ dialogues and correct their mistakes.

- Ask some students to talk to the whole class.

• Work in pairs to share their favorite future means of transport.
• Listen to the other friends and teacher.

Suggested answers

Students’ own answers

V. Homework. (2’)

• Give homework.

• Take notes

• Learn by heart all the new words.
• Workbook: page 50
• Prepare Lesson 2 – Reading.

TEACHER^’S ACTIVITIES

STUDENTS^’ ACTIVITIES

CONTENTS

I. WARM-UP. T- Ss - T / Ss - Ss / (5’)

Transport Survey

- Copy a sheet of paper including some interview questions for students to interview their friends.

- Ask students to go around and interview their friends, then take some notes.

- Ask some students to report back to the class.

• Go around and interview their friends, then take some notes.
• Tell the class.

Suggested answer:

1. What means of transport do you like most?

2. How often do you take a bus to school?

…

II. PRE-READING. T - Ss - T / Ss - Ss / Indiv.(10’)

- Read out the question “Do you need oil or coal in the future?” and the clue to help students.

- Elicit the answer.

• Work in pairs to discuss the question.
• Talk in front of the class.

Question:

“Do you need oil or coal in the future?”

Students' own answers.

III. WHILE READING. T - Ss - T/ S - S/ Indiv.(20’)

Activity 1 (7’) Look at the pictures, then read the text quickly. What is the main idea? Circle one of the options below.

- Let students look at the pictures and ask students if option A or option B is the main idea.

- Ask students to guess what the answer is.

- Let students read quickly to confirm the answer.

- Check the answer with the class.

• Activity 2 (7’) Listen and read the text. Complete each sentence with ONE word.

- Allow students time to read through the sentences, then play the audio.

- Ask students to read and listen and complete the sentences with the correct words.

- Allow students time to compare the answers in pairs.

- Check answers with the class.

• Activity 3 (6’) VOCABULARY PLUS Use a dictionary to check the meaning of the words in blue in the text.

- Ask students to use a dictionary to check the meaning of the blue words.

- Check that students understand all the words.

- Look at the pictures and ask students if option A or option B is the main idea.

- Guess what the answer is.

- Read quickly to confirm the answer.

- Check answers with the teacher.

- Read the sentences.

- Read and listen and complete the sentences with the correct words.

- Compare the answers in pairs.

- Check answers with the teacher.

• Use a dictionary to check the meaning of the blue words.
• Check answers with the teacher.

Suggested answer:

B Green sources of energy

Suggested answers:

1. Fossil

2. renewable

3. turbines

4. greener

5. limit

Suggested answers:

Students’ own answers

IV. POST READING.T - Ss - T/ S- S / Indiv. (10’)

• Activity 4: (10') Use it! Ask and answer the questions. Which do you prefer, solar energy or wind power? Why / Why not?

- Allow students time to prepare their ideas individually, then put them into pairs to ask and answer the questions.

- Ask some students to tell the class if they prefer solar energy or wind power and state the reason.

- Give comments.

• Prepare their ideas individually.
• Work in pairs to ask and answer the questions..
• Share the ideas with the class.

Questions:

Which do you prefer, solar energy or wind power? Why / Why not?

Suggested answer:

Students' own answers

V. Homework. (2’)

• Give homework.

• Take notes.

• Learn by heart all the new words.
• Workbook: Exercises page 54.
• Prepare Lesson 3 – Language Focus

TEACHER^’S ACTIVITIES

STUDENTS^’ ACTIVITIES

CONTENTS

1. WARM-UP. T- Ss - T / Ss - Ss / (5’)

Dictogloss Transport Game

• Find (or write) a passage where someone is talking about how they get to school or work.
• Then, put students into pairs and read it out at a faster than normal pace for the level of the students.
• They have to work together to try to recreate what they heard.
• Read it again, even more quickly.
• Students do the same and then compare what they have with the original version.

• Do the activity.
• Follow teacher’s instructions.

Suggested answer:

Students’ own answers

II. PRESENTATION. T - Ss - T / Ss - Ss / Indiv. (10’)

Lead – in: (5’)

• Ask students what they can remember about sources of energy.
• Ask: Who can tell me some fossil fuels? Who can tell me some green sources of energy?
• Remind students to use because, and, but and or correctly.
• Introduce the new lesson.

Activity 1: (5’) Fill in the blanks with the words from the text on page 94.

- Ask students to choose the correct options then check the answers on page 94.

- Check answers with the class and check that students understand the sentences.

• Answer the questions.
• Use dictionary if necessary.

- Choose the correct options then check the answers on page 94.

• Check the answers with the teacher.

Suggested answer:

Students’ own answers

Suggested answer:

1. because

2. and

3. but

4. or

III. PRACTICE. T - Ss - T/ S - S/ Indiv. (20’)

Activity 2: (5’) Look at the sentences in Exercise 1 and choose the correct words in the Rules.

- Ask students to work in pairs to look at the sentences in Exercise 1 and choose the correct words in the rules.

- Check answers with the class.

Activity 3: (5’) Look at pages 27 and 46 again, then fill in the blanks with 3 different words: Although, however and but.

• Ask students to work in pairs to look at the sentences on pages 27 and 46.
• Ask them to underline although, however and but.
• Ask students to try to remember the positions of the three words and fill in the blanks of Exercise 3.
• Check answers with the class.

Activity 4: (5’) Rewrite the sentences with the words in the brackets.

• Ask students to work individually to complete the sentences, then work in pairs to compare the answers.
• Check answers with the class.

Activity 5 (5’): PRONUNCIATION. Consonant clusters.

- Explain what a consonant cluster is. Give students some examples and make sure all students understand the explanation.

- Play the audio. Ask students to listen and choose the option they think is the answer.

- Check the answers with the class, and point out that it is important to recognize consonant clusters so as to speak good English.

• Work in pairs to look at the sentences in Exercise 1 and choose the correct words in the rules.
• Check the answers with the teacher.
• Work in pairs to look at the sentences on pages 27 and 46.
• Underline although, however and but.

- Try to remember the positions of the three words and fill in the blanks of Exercise 3.

- Check answers with the teacher.

- Work individually to complete the sentences, then work in pairs to compare the answers.

- Check the answers with the teacher.

• Listen to the explanation.
• - Listen and choose the correct option
• Check the answers with the teacher.

Suggested answers:

1. and

2. but

3. or

4. because

Suggested answers:

1. but 2. however 3. Although

Suggested answers:

1. We should stop using fossil fuels because they cause pollution.

2. We should choose solar energy, or we should choose wind power.

3. Wind power is renewable and safe.

4. Nuclear power is unlimited, but it is unsafe.

5. Nuclear is unlimited; however, it is unsafe.

Suggested answers:

1. scientist, cyclist

2. single, triangle

3. member, timber

4. school, scale

5. changing, challenge

IV. PRODUCTION. T - Ss - T/ S - S / Indiv.

Activity 6: (6’) Use it! Work in pairs. One gives two ideas, and the other connects them.

• Check that students understand the use of connectives.
• Ask one student to give ideas and another student to connect the ideas with the most suitable connective.
• Ask students to work in pairs to practice the use of connectives.

- Listen to the teacher.

- One student to give ideas and another student to connect the ideas with the most suitable connective.

- Work in pairs to practice the use of connectives.

Suggested sentences:

Students’ own answers

V. Homework. (2’)

• Give homework.

• Take notes.

V. Homework

• Learn by heart all structures.
• Workbook: page 51.
• Prepare the next lesson: VOCABULARY AND LISTENING.

TEACHER^’S ACTIVITIES

STUDENTS^’ ACTIVITIES

CONTENTS

I. WARM-UP. T- Ss - T / Ss - Ss / (5’)

Odd One Out

• Write down a group of 4 words on the board, 3 of which are very similar while one is different.

- Students have to say which one doesn’t fit and why.

- Follow the instructions to do the task.

• Check with the teacher.

Suggested answers.

Bus, taxi, boat, car, etc.

II. PRE-LISTENING. T - Ss - T / Ss - Ss / (10’)

Set context: (5’)

- Read out the question “What should you look at when you are going to fly?”

- Ask students to discuss the questions in pairs.

- Elicit answers from individual students and encourage them to give reasons for their answers.

- Discuss the answers as a class.

Activity 1: Fill in the blanks with these words. Listen and check. (5’)

• Ask students to guess what pictures A-D are.
• Play the audio for students to check their answers.
• Check the answers with the class and check that students understand all the words.
• Play the audio again and point out any difficult pronunciations.

• Answer with their own ideas.
• Work in pairs to discuss the questions.
• Tell the class.

- Guess what pictures A-D are.

- Listen to the audio and check the answers.

- Check the answers with the teacher.

- Listen again and pay attention to difficult pronunciations

Suggested answers:

Students’ own answers

Suggested answers:

A departure information board

B shuttle

C gate

D yellow sign

III. WHILE-LISTENING. T - Ss - T/ S - S/ Indiv. (18’)

Activity 2: (6’) Listen and answer these questions.

- Ask students to listen and pay attention to specific information.

- Play the audio. Ask students to work individually and check the answers.

- Check answers with the class.

Activity 3: (6’) Read the Study Strategy. Listen again and complete the table below.

- Play the audio again.

- Ask students to listen and complete the table.

- Check the answers with the class.

Activity 4: (6’) Listen to the dialogue again and complete the sentences.

- Play the audio and ask students to listen again.

- Ask them to work in pairs and check the answers.

- Check the answers with the class.

• Listen and pay attention to specific information.
• Check the answers with the teacher.

- Listen and complete the table.

- Check the answers with the teacher.

• Listen again.
• Work in pairs and check the answers.
• Check the answers with the class.

Suggested answers:

1. They go to Ho Chi Minh City.

2. Mike wants to visit Ben Thanh Market and the War Remnants Museum.

Suggested answers:

Suggested answers:

1. Ho Chi Minh City

2. information

3. Vietnam Airlines

4. 12 o’clock

5. shuttle

IV. POST-LISTENING. T - Ss - T/ S - S / Indiv. (10’)

Activity 5: USE IT! Work in pairs. Imagine you are at the airport and you are going to Ha Noi. Make your own dialogue. (10’)

- Put them into pairs to make dialogues.

- Ask some stronger students to do the exercise voluntarily.

- Discuss as a class.

- Listen to the teacher.

• Work in pairs to make dialogues.
• Tell the class.

Suggested answers.

Students’ own answers

V. Homework. (2’)

• Give homework.

• Take notes

V. Homework

• Learn by heart all the phrases.
• Workbook: Exercises page 52.
• Prepare the next lesson: LANGUAGE FOCUS

TEACHER^’S ACTIVITIES

STUDENTS^’ ACTIVITIES

CONTENTS

I. WARM-UP. T- Ss - T / Ss - Ss / (5’)

- Put students into pairs or groups.

- Ask them to match some kinds of vehicles with the appropriate features.

- Check with the whole class.

• Work in pairs or groups.
• Match some kinds of vehicles with the appropriate features.
• Report back to the class.

Suggested answers

Car 🡪 fast, convenient, etc.

II. PRESENTATION. T - Ss - T / Ss - Ss / Indiv. (10’)

• Activity 1: Lead-in (3’)

- Write down some examples of infinitives on the board and elicit the use of infinitives.

- Underline the verb forms in the examples and elicit that they refer to infinitives with or without to.

Infinitives

• Activity 2: (7’) Choose ONE option to complete the sentence.

- Ask students to choose one option to complete the sentences.

- Check answers with the class.

• Answers some eliciting questions.
• Listen to the explanation.
• Choose one option to complete the sentences.
• Check answers with the teacher.

Suggested answers

Students’ own answers

Suggested answers

1. to see

2. to go

3. have to

4. catch

III. PRACTICE. T - Ss - T/ S - S/ Indiv. (15’)

Activity 3: (4’) Look at the sentences in Exercise 1 and complete the Rules.

- Ask students to look at the sentences in Exercise 1 and complete the Rules.

- Check the answers with the class.

Activity 4: (4’) Complete the sentences with the correct form of the verbs in the brackets.

- Ask students to complete the sentences with the correct form of the verbs in the brackets.

- Check the answers with the class.

Activity 5: (4’) Write the negative and interrogative forms of these affirmative sentences.

- Ask students to write the negative and interrogative forms of these affirmative sentences.

- Check answer with the class.

Quantifiers

Activity 6 (3’) Fill in the blanks with some, any or a lot of / lots of.

- Ask students to read the sentences and fill in the blanks with some, any or a lot of / lots of.

- Check the answers with the class.

• Look at the sentences in Exercise 1 and complete the Rules.
• Check the answers with the teacher.
• Complete the sentences with the correct form of the verbs in the brackets.
• Check the answers with the teacher.
• Write the negative and interrogative forms of these affirmative sentences.
• Check the answers with the teacher.
• Read the sentences and fill in the blanks with some, any or a lot of / lots of.
• Check the answers with the teacher.

Suggested answers

With to after ordinary verbs

Without to after modal verbs

Suggested answers

1. to go out

2. help

3. to dance

4. work

5. stay up

6. to do

7. answer

8. wear

Suggested answers

1.Susan doesn’t have to get up early.

Does Susan have to get up early?

2. Peter doesn’t have to do five exercises.

Does Peter have to do five exercises?

3. They don’t have to wear ties at work.

Do they have to wear ties at work?

4. People don’t have to wear masks at public places.

Do people have to wear masks at public places?

Suggested answers

1. some

2. a lot of / lots of

3. any

4. some

IV. PRODUCTION. T - Ss - T/ S - S / Indiv. (13’)

Activity 7: (13’) USE IT! Work in pairs. Tell the other what you want to do, need to do and must do when you go home every day.

- Put students into pairs to talk about what they want to do, need to do and must do when they go home every day.

- Ask some students to tell the class about their ideas.

• Work in pairs to talk about what they want to do, need to do and must do when they go home every day.
• Tell the class some ideas.

Suggested answers

Students’ own answers.

V. Homework. (2’)

• Give homework.

• Take notes

• Learn by heart all structures.
• Workbook: Exercises page 67.

TEACHER^’S ACTIVITIES

STUDENTS^’ ACTIVITIES

CONTENTS

I. WARM-UP. T- Ss - T / Ss - Ss / (5’)

GAME: LETTER DICTATION

• Divide students into 4 groups.
• Give students strings of words, such as Whatisyourfavoritemeansoftransport?, Doyouliketravellingbybus?, etc.
• Ask groups to figure out what the questions are.
• Check with the class.
• The groups with the most correct answers will be the winner.

• Work in groups to figure out what the questions are.
• Tell the class.
• Check with the teacher.

Suggested answer:

Whatisyourfavoritemeansoftransport?🡪 What is your favorite means of transport?

Doyouliketravellingbybus?🡪 Do you like travelling by bus?

II. PRE-SPEAKING. T - Ss - T / Ss - Ss /

Set context: (5’)

• Read out the situation and the question to the class and elicit some possible answers.
• Ask more questions to encourage students to say more, e.g. How do you know if it’s broken? What should you do?
• Lead in to the lesson.

- Answer some eliciting questions.

- Discuss with the whole class.

Question:

You are at an international airport. How can you do the check-in?

Students’ own answers.

III. WHILE SPEAKING. T - Ss - T/ S - S/ Indiv. (20’)

Activity 1: (5’) Complete the dialogue with the correct words. Then listen and check.

- Ask students to read the gapped dialogue and complete it with the correct words.

- With weaker classes, students could work in pairs for this.

- Play the video or audio for students to watch or listen and check their answers.

- Check answers with the class.

Activity 2: (5’) Cover the dialogue. Which phrases are for checking in at the airport? Listen again and check.

- - Put students into pairs and ask them to cover the dialogue in exercise 1.

- - Play the video or audio again for students to listen and put a tick next to the phrases for checking in at the airport.

- - Check answers with the class and check that students understand all the key phrases.

Activity 3: (5’) Practice the dialogue in pairs.

- Ask students to work in pairs and practice the dialogue.

- Correct any mistakes.

Activity 4: (5’) Work in pairs. Rearrange the dialogue, then practice it.

- Ask students to work in pairs to rearrange the dialogue and then practice it.

- Ask some pairs to perform one of their dialogues for the class.

- Read the gapped dialogue and complete it with the correct words.

- Listen the audio or watch the video to check the answers.

- Check answers with the teacher.

- Work in pairs and cover the dialogue in exercise 1.

- - Listen and put a tick next to the phrases for checking in at the airport. Check answers in pairs.

- Listen and check the answers.

- Practice the dialogue in pairs.

- Practice in front of the class.

- Listen to the teacher’s feedback.

• Work in pairs to rearrange the dialogue and then practice it.
• Perform the dialogue for the class.

Suggested answers

1. passport

2. certificate

3. aisle

4. 20C

5. luggage

6. transit

7. ticket

8. departure time

Suggested answers

2, 3, 5, 6, 7, 8, 9

Suggested answers

Students’ own answers.

Suggested answers

6, 2, 9, 3, 7, 5, 1, 4, 8

IV. POST SPEAKING. T - Ss - T/ S - S /.

Activity 5: (13’) Use it! Work in pairs. Prepare a dialogue for the following situation. Use the key phrases. Then change roles.

• Read through the situation with the class and make sure students understand everything.
• Ask students to work in pairs to prepare a new dialogue.
• Ask students to swap roles and practice again.
• Ask some students to perform their dialogues to the class.

.

• Work in pairs to prepare a new dialogue.
• Wrap roles and practice the dialogue again.
• Perform the dialogue to the class.

Suggested answers

Students’ own answers.

V. HOMEWORK. (2’)

• Give homework.

• Take notes

• Learn by heart all key phrases.
• Workbook: Exercises page 71.

TEACHER^’S ACTIVITIES

STUDENTS^’ ACTIVITIES

CONTENTS

1. WARM-UP. T- Ss - T / Ss - Ss / (5’)

Guess the kinds of energy

• Show some pictures of sources of energy.
• Divide class into groups, asking them to call out the names of these sources.
• The group with the most correct answers will be the winner.

• Work in groups.
• Call out the names of the sources of energy.
• Give explanation if necessary.

Suggested answer:

Students’ own answers.

II. PRE-WRITING. T - Ss - T / Ss - Ss / (10’)

Set context: (5’)

- Ask the question What kinds of accidents can happen to skiers? Elicit answers from students.

- Ask more questions to encourage students to say more, e.g. Have you ever been skiing? Did you have an accident? Do you know anyone who has had a skiing accident?

Activity 1: (5’) Read the email. What happened to Clare? Why can’t she go out?

- Ask students to read the email and answer the questions.

- Ask them to find four examples of the present perfect.

- Ask them to compare the answers in pairs.

- Check answers with the class.

• Think and answer the questions.
• Tell the class.
• Read the email and answer the questions, then compare their answers in pairs.
• Check the answers with the teacher.

Suggested answer:

Students’ own answers

Suggested answers.

She had an accident yesterday.

She cannot go out because she is lying in bed with her broken leg.

III. WHILE-WRITING. T - Ss - T/ S - S/ Indiv. (15’)

Activity 2: (5’) Study the Key Phrases. Which phrases go at the beginning and which go at the end of an email?

- Ask students to read the key phrases and decide which go at the beginning and which go at the end of an email.

- Check answers with the class and check that students understand all the phrases.

Language Point: Reason and result

Activity 3: (5’) Look at the words in blue in the text. Which word introduces a reason? Which one introduces a result?

• • - Ask students to find the blue words in the email. Read out the example in turn and ask: Does this introduce a reason or a result?
  • - Discuss the answers with the class and make sure students understand everything.

Activity 4: (5’) Complete the sentences with because or so.

- Read out the first sentence and elicit the correct word to complete it.

- Ask students to do the remaining sentences with the correct words.

- Check answers with the class.

• Read the key phrases and decide which go at the beginning and which go at the end of an email.
• Check answers with the teacher.
• Find the blue words in the email and answer the questions.
• Check answers with the teacher.
• Answer teacher’s questions.
• Do the remaining sentences with the correct words.
• Check the answers with the teacher.

Suggested answers

Beginning: How’s it going? Have you done anything (exciting)? Thanks for your email.

Ending: Write back soon. Bye.

Suggested Answers:

Because introduces a reason.

So introduces a result.

Suggested Answers:

1. because

2. so

3. so

4. because

5. because

IV. PRODUCTION. T - Ss - T/ S - S / Indiv. (13’)

Activity 5: Use it! Follow the steps in the writing guide.

- Read the task with the class and elicit one or two ideas of accidents that people might have while camping by the sea, e.g. slipping on rocks and cutting their leg or burning their hand on a camp fire.

- Discuss the questions and check that students understand everything.

- Ask students to plan their emails. Read through the paragraph plan with the class.

- Ask students to write the emails. Remind students to check grammar and spelling carefully.

• Read the task.
• Answer the questions and plan the email.
• Write email.
• Check their grammar and spelling carefully by themselves.

Suggested Answers:

Students’ own answers

V. Homework. (2’)

• Give homework.

• Take notes

• Learn by heart all structures.
• Workbook: Exercises page 69.

TEACHER^’S ACTIVITIES

STUDENTS^’ ACTIVITIES

CONTENTS

I. WARM-UP. T- Ss - T / Ss - Ss / (5’)

Transportation Spelling Game

• Write names of some vehicles with missing letters.
• Ask students to find the missing letters.
• Check students’ answers.

- Listen to teacher.

- Find the missing letters.

- Listen to teacher

Suggested answers:

Students’ own answers

II. PRE-READING. T - Ss - T / Ss - Ss /

(10’)

Activity 1: Pre-teach some new words in the text.

- Use pictures or explanation to present or elicit meaning of some new words in the text such as celebrate, aircraft, historic, operate, air passenger, material, engine-making.

- Ask students to repeat the new words and take notes.

III. WHILE-READING. T - Ss - T / Ss - Ss /

(20’)

Activity 2: (5’) Read and listen to the text. Write dates before the following statements.

- Ask students read and listen to the text.

- Ask them to write dates before the statements.

- Check answers with the class.

Activity 3: (5’) Match the blue words in the text with definitions 1-5.

- Ask students to match the blue words in the text with definitions 1-5.

- Ask students to work in pairs to check their answers.

- Give the correct answers.

Activity 4: (5’) Read the text again and answer the questions.

- Ask students to read the text again and answer the questions.

- Check the answers with the class.

Activity 5: (5’) YOUR CULTURE. Work in groups to complete the table. Use the following questions to help you.

- Ask students to complete the table.

- Ask students to practice asking and answering the questions in pairs.

- Ask some pairs to practice in front.

- Give feedbacks.

IV. POST-READING. T - Ss - T / Ss - Ss /

(10’)

Activity 6: USE IT! Work in pairs. Plan a flight for your holiday. Use the following phrases.

- Let students to work in pairs to plan a flight for their holiday.

- Ask some pairs to tell the class.

- Give comments.

- Answer some eliciting questions from the teacher.

- Repeat the new words and take notes.

• Read and listen to the text.
• Write dates before the statements.
• Check the answers with the teacher.

- Match the blue words in the text with definitions 1-5

- Work in pairs to check the answers.

- Check answers with the teacher.

• Read the text again and answer the questions.
• Check the answers with the teacher.

- Complete the table.

- Ask and answer the questions in pairs.

- Speak in front.

• Work in pairs to plan a flight for holiday.
• Tell the class.

Suggested answers:

Students’ own answers.

Suggested answers:

2003

December 17, 1903

1908

January 1, 1914

Suggested answers:

1. heavier-than-air

2. affordable

3. come up with

4. innovations

5. scheduled air

Suggested answers:

1. Orville and Wilbur Wright made the first airplane.

2. Léon Delagrange was the first air passenger.

3. The first flight on December 17, 1903 lasted 12 seconds.

4. The first airway was between St. Petersburg in Russia and Tampa in Florida, the USA.

5. Travelling by air is cheaper now because innovations in material and engine-making technology help make lighter, stronger and safer kinds of planes.

Suggested answers:

Students’ own answers.

Suggested answers:

Students’ own answers.

V. Homework. (2’)

• Give homework.

• Take notes

- Learn by heart all the new words.

- Prepare the next lesson “Puzzles and games”.

TEACHER^’S ACTIVITIES

STUDENTS^’ ACTIVITIES

CONTENTS

I. WARM-UP. T- Ss - T / Ss - Ss / (8’)

Find Someone Who

• Ask students to go round the class and find someone who say YES to the questions.
• Write a different name for each question.
• Ask some students to ask and answer the questions.

- Listen to teacher’s instruction.

- Do the activity.

- Check with the teacher.

Suggested answers:

Find someone who…

… takes longer than 30 minutes to get to school

…walks to school

…lives on campus

…has their own car

…takes the bus every day

etc.

II. PUZZLES AND GAMES. T - Ss - T / Ss - Ss /

Activity 1: (8’) A BOARD GAME. Work in groups. Follow the instructions.

- Divide students into groups of three and read through the rues with the class. Students can use counters or small coins to move around the board.

- Ask students to play the game.

- Monitor and help while students are playing, and be prepared to act as a judge if students are not sure if a particular preposition or sentence is correct.

Activity 2: (7’) Order the blocks of letters to complete sentences.

- Read out the instructions, then read out the example answer and elicit the rest of the sentence.

- Ask students to work in pairs to order the blocks of letters and write the sentences.

- Check answers with the class.

Activity 3: (7’) Circle the correct answer.

- Ask students to read the questions and circle the correct answer, a, b, c or d.

- Ask students to compare the answer in pairs.

- Check with the class.

Activity 4: (7’) FIND SOEMONE WHO… Walk around the classroom and ask questions. Write a different name for each question.

- Explain the game to students, and tell them the idea is to find a name for each experience as quickly as possible.

- Allow students time to work in pairs and form the questions they will need to ask, e.g. Have you ever won a prize?

- Allow students to move around the classroom asking and answering questions.

- Continue until one student has found a name for each experience.

Activity 5: (7’) GUESS WHO? Work in groups. Follow the instructions.

- Divide the class into two groups, and read through the instructions with the class.

- Ask students to play the game in their groups.

- Ask some students to read out their sentences to the whole class.

- Work in groups of three, follow the instructions and play the game.

- Listen to the teacher’s explanation.

- Work in pairs to order the blocks of letters and write the sentences.

- Check the answers with the teacher.

- Read the questions and circle the correct answer, a, b, c or d.

- Compare the answer in pairs.

- Check the answers with the teacher.

- Listen to the explanation.

- Work in pairs and form the questions they will need to ask.

- Move around the classroom asking and answering questions.

- Write the names for the questions.

• Listen to the explanation.
• Play the game in groups.
• Read out their sentences to the whole class.

Suggested answers:

Students’ own answers.

Suggested answers:

1. My brother wants to buy a new car.

2. He stopped to buy a coffee.

3. She is studying hard to pass the examination.

Suggested answers:

1. a

2. c

3. c

4. c

Suggested answers:

Students’ own answers

Suggested answers:

Students’ own answers

III. Homework. (2’)

• Give homework.

• Take notes

- Learn by heart all the new words.