Teacher’s and SS’ activities

Contents

1.Warm – up.

Introduction

- Review the previous unit by asking Ss to call out all the forms of communication that they can remember from the previous unit.

- Then divide the class into two teams.

- Call out a form of communication, e.g., body language.

- The first group to give an exmple of body language gets a point, and so on.

2.Presentation

Vocabulary

Set the scene:

- Put the heading ‘Science and Technology’ on the board.

- Do a brainstorming session by asking Ss to suggest any words or phrases related to this topic.

- Accept all ideas, organize them in a word web if possible.

ex1.Listen and read

- Ask Ss to open their booksto Unit 11, cover the conversation and look at the picture.

- T asks prediction questions:

What can you see in the pictures?

Do you know these characters?

Where are they now?

What are they talking about? ...

Ss answer the questions as a class.

- Play the recording and have Ss listen and follow along.

- Check if Ss’ predicted answers match the conversation.

- If not, have Ss correct them.

3.Practice

ex1.a)Find the words in A in he conversation. Then match them to the words in B with similar meanings.

- Ask Ss to read the conversation again and do the exercise in pairs.

- Elicit the correct answers and write them on the board.

- Have Ss subtitute the B words into the conversation to check that they match.

- Finally, explain the meaning of any complex words in Vietnamese if necessary.

ex1.b) Answer the questions.

- Ss work individually to answer the questions.

- Ss compare answers with a partner and then discuss as a class.

- Have Ss say wher they found the answers in the conversation.

ex1.c)Work withpartner. What fields are mentioned in the conversation which are affected by science and technology?

- Ss work in paris.

- Tel Ss to refer back to the conversation and do the task.

- Check their answers.

ex1.d) Put a word/ phrase from the box in each blank

- Have Ss do this exercise in pairs.

- Ask some Ss to present their answers.

- Confirm the correct answers.

ex2 Put one of the words/ phrases from the box in each gap. There is one extra.

-Tell Ss that in the box are some more words and phrases related to science and technology.

- Let them work in pairs.

- Check their work by calling on some Ss to read out their sentences.

- Allow Ss to write the translations next to the words.

ex3 Give the opposite of the words in brackets using the prefix un- or im-

- Tell Ss to look at the example.

- T may give some more.

- Then let them do the task by themselves.

- After that, they swap their answers with a partner.

- Correct Ss’ answers as a class.

- Then let them repeat the words in chorus.

4.Further practice

GAME: FIND SOMEONE WHO ...

- Set this up as a mingle activity.

- Let Ss stand up and move around with pens and paper/ notebooks to ask questions and take notes.

- Once a student has a name in each box they should sit back down.

- Continue until all, or most, Ss have sat back down.

- T calls on the winning Ss to present their results to the class.

5.Homework: redo these exersices above

Preparefor unit 11 lesson 2

Warm – up: Game

1.Vocabulary:

- science: knowledge about the world, especially based on examining, testing and proving facts.

- technology: things and ways of doing things that are based on knowledge about science and computers.

2. Listen and read

Key:

1.c

2.b

3.d

4.e

5.a

6.f

Key:

1.They are at the Science Club.

2.It is the roles of science and technology in the 21^st century.

3.Science and technology are greatly changing everything.

4.He told Nick that only robots would work in factories and clean our homes in the future.

5.He/ She said that there would be no more schools: they’d just stay at home and learn on the internet.

Key:

1.the economy (economic development)

2.the workplace ( robots in factories)

3.the home ( robots cleaning our homes)

4.travel ( traffic james)

5.education ( school via the internet)

Key:

1.field

2.space

3.the key

4.economic development

5.flying cars

Key:

1.science subjects

2.technology

3.reserchers

4.machines

5.scientific progress

Key:

1.unknown

2.unrealistic

3.impossible

4.unimportant

5.unpolluted

Teacher’s and SS’ activities

Contents

1.Warm – up.

- Explain to Ss that there are three common ways of forming nouns indicating people, but don’t say what they are.

- Write the following on the board:

to learn -->

to invent -->

science -->

- Try to elicit from Ss how these words are changed to mean a person who does these things.

- Now see if Ss can give some more examples.

- Finally, have Ss open their books and read the Look out! Box.

2.Pre-listening

Vocabulary

Ex 1.Complete the following sentences with nouns indicating people

- Do this activity the first time around as a quiz.

- Divide the class into two teams.

- Read out item one and ask Team A to answer.

- If they get it wrong, the option goes to Team B to answer.

- Keep a score on the board to increase the fun element.

- Now have Ss work individually to do the task in their books.

- Finally, ask some Ss to write the answers on the board.

- Correct their answers as a class.

3.While-listening

ex2.Write a noun from the list under each picture.

- Ss work in pairs and discuss what the word is for each picture.

- T checks as a class.

- For more able Ss, have pairs write the descriptions of these people in the same style as activity 1.

- Then put pairs together to read out their descriptions and challenge each other to guess the person, like the quiz in 1.

ex3) Give the correct form of the words in brackets.

- T ask Ss to read the sentences and guess part of speech of the word to be filled each blank.

- Have Ss call out their guesses.

- Ask some Ss to write their answers on the board.

- Check their answers as a class.

4.Post-listening

Stress in words starting with un- and im-

- Explain to Ss that the prefixes un- and im- are used to make adjectives (and adverbs) negative.

- Explain to them that when these prefixes are added, the stress of the new word does not normally change.

- Give some examples.

ex4 Listen and repeat the following words. Mark the stressed syllables in the words.

- Play the recording for Ss to repeat the words.

- Play the recording as many times as necessary.

- Correct Ss’ pronunciation, especially the stress.

- Then have Ss mark the stress on the words by drawing circle above the stressed syllable.

ex5 Put the words from 4 in the right columns.

- Have Ssread out the words first.

- Then they work in groups to put the words in the right columns.

- Call on some Ss to write the answers on the board.

- Confirm the correct answers.

6 Fill the gaps with one of the words in 5. Listen and check, then read the sentences.

- Have Ss work individually to write down the words.

- Play the recording two or three times for Ss to check.

5.Homework:

- Learn by heart new words and structures

- Do exercises of part A in workbook

Preparefor unit 11 lesson 3

Warm – up: Chatting

1.Vocabulary

Key:

1.adviser/advisor

2.chemist

3.designer

4.programmer

5.biologist

Key:

1.chemist

2.software developer

3.engineer

4.physicist

5.doctor

6.coservationist

7.explorer

8.archeologist

Key:

1.developments

2.scientists

3.exploration

4.medical

5.economic

2. Pronunciation

Key:

Key:

Teacher’s and Ss’ activities

Contents

1.Warm – up

- Ss have already learned the future simpe will do and the future continuos will be doing.

- Tell Ss that this is a review section.

- T may help Ss recall the form and uses of these two tenses.

- Also remind them of the uses of present simple and going to to express future actions.

2. Presentation

Guide SS how to learn direct speech: statements

- Explain to Ss the differences between direct speech and reported speech.

- Go through the table carefully, using the examples to clarify the rules.

3. Practice

ex1.Put the verbs in brackets into the correct tenses.

- Have Ss work individually.

- Check their answers as a class.

- Tmay ask why a certain tense is used to check that Ss understand the rules.

2.Work in pairs. Read the following predictions about the year 2040 and say whether you think it will happen.

- Tell Ss to study the example first.

- Then they work in pairs to do the activity.

- Encourage them to talk as much as possible.

- Remember that there is no ‘right’ or ‘wrong’ as long as their sentences are grammatically correct.

ex3) Look at the conservation in GETTING STARTED again. Find and underline the examples of reported speech.

- Tell Ss to refer back to the conversation in GETTING STARTED and find the examples of reported speech.

- Focus them on the use of the verbs.

ex4- Complete sentence b in each pair so that it means the same as sentence a, using reported speech.

- Ss work in pairs.

- Ask them to write down the sentences in their notebooks.

- Call on some Ss to read out what they have done.

- For a class which needs more support, have two Ss write their answers on the board.

- Correct their mistakes.

ex5 Change the following sentences into reported speech, using the words given in brackets.

- Ss do this task individually.

- While they are working, some Ss may write their sentences on the board.

- Correct their sentences as a class.

4. Further pratice

Ex 6 GAME: MY FRIEND SAID ...

- This speaking activity could be daunting for some Ss, so allow the pairs to plan what they are going to say before they come to the front of the class.

- This should help Ss to speak with fluency and accuracy, and as naturally as possible.

- Encourage them to give true sentences about themselves.

- Ideally, all Ss should have a chance to talk before the class.

5.Homework

- Learn by heart new words and structures

- Do exercises of part B in workbook Preparefor unit 11 lesson 4

Chatting

I said to Lan, "Is Hue citadel in the centralVietnam?"

(Yes/ no questions ® direct speech)

Concept check:

Indirect: Yes/ No question

Form: V + O + if / whether+ S + V

Use: - to say ® to ask / want to know

- If the verb in the main clause is in past tense, the tense in the indirect questions must be changed:

Direct questionIndirect question

Present simple®past simple

Past simple®past perfect

Present perfect®Past perfect

Key:

1.will have

2.will be working

3.will she be

4.won’t pass

5.decide;will support

Key:

Well, my dad told me that only robots would work in factories and clean our homes in the future.

Our science teacher said that there would be no more schools: we’d just stay at home and learn on the internet.

Key:

1. Nick said that he came from a small town in England.

2. My friend said that Brazil would win The World Cup.

3. Olive told Chau that she was leaving Viet Nam the next day/ the following day.

4. David told Catherine that he was unable to read her writing.

5. Minh said that he had overslept that morning.

Key:

1. He said (that) he hadn’t said anything at the meeting the week beofre/ the previous week.

2. She told me that letter had been opened.

3. Tom said that in 50 years’ time we would probably be living on Mars.

4. Mi said she hoped they would build a city out at sea.

5. Son told us that his wish was to become a young inventor.

Teacher’s and Ss’ activities

Contents

1.Warm – up.

- Quickly revie the grammar points that are used in this section; the past simple and reported speech.

2.Pre-speaking

Vocabulary:

2.While-speaking

ex1- Match the inventors in A with their inventions in B.

- This activity can be done as a class competition.

- Ss work individually.

- Give them one minute to match by drawing lines from the inventors to the inventions.

- For increased fun, count down the fina 10 seconds and then tell everyone to stop.

- Now have Ss swap books and mark each other’s answers.

- Elicit the answers from Ss in full sentences, Thomas Edison invented the ligh bulb.

- Ask for a show of hands for those who got all eight right, then seven, and so on.

- If time allows, T may ask questions about these inventors to find out what

Ss know about them

ex2. Work in groups. Discuss the question: Which invention is more useful?

- Form groups of three or four Ss to discuss the inventions.

- Encourage Ss to talk as much as possible; this is a fluency state, so don’t worry about accuracy at this point.

- Move around the groups and give assistance where needed.

- Invite some groups to present their ideas.

- Other groups can add some ideas if possible.

ex3a. Ha had an interesting dream last night in which she met and interviewed Alexander Graham Bell, the inventor of the telephone.

ex3b Two days later, Ha told her friend what Alexander Bell said. Now report what Ha told her friend, using reported speech.

- Call on two confident Ss to come to the front and act out the dialogue between Ha and Alexander Graham Bell.

- Then put Ss into pairs to report on the conversation.

- Have Ss make notes of their answers to the two questions in the interview.

4. Post-speaking

ex4. Work in pairs. One of you is a reporter, and the other is Tim Bernes- Lee. Role-play, using the information given.

- Let Ss work in pairs to role-play, using the information given.

- Walk around to observe and give help if needed.

- If time allows, ask some pairs to role-play in front of the class.

- The class then votes for the best performance.

5. Homework

- Learn by heart new words and structures

- Do exercises of part C in workbook

Preparefor unit 11 lesson 5

Review

1.Vocabulary:

the light bulb

penicillin

the internet

the telephone

the airplane

Key:

- Thomas Edison invented the light bulb.

- Sir Alexander Fleming discovered penicillin.

- Alexander Graham Bell invented the telephone.

- The Wright brothers invented the airplane.

- James Watt invented the steam engine.

- Mark Zuckerberg invented Facebook.

- Tim Berners – Lee invented the Internet.

Suggested answers:

- Alexander Bell said/ told me (that) he was born in 1847 in Scotland.

- He said/ told me (that) he had always liked ...

- He said/ told me (that) he had taught ...

- He said/ told me (that) he had invented ...

Teacher’s and Ss’ activities

Contents

1.Warm – up.

Write these headings on the board:

TravelHealth Homes

Brainstorm with the class some predictions for future developments in these three fields. Encourage Ss to use their imagination. Now open the book and do the reading tasks.

2.Pre-reading

Prediction:

ex1. Quickly read the passages. Match the headings with the passages.

Ask Ss to read the passages quickly looking for key words and then match them with the headings.

3.While-reading

ex2. Underline the flowing words and phrases in the text. Match each of them with its explanation.

Have Ss do the task individually. Then Ss can check their answers in pairs. Elicit the answers from Ss.

ex3. Answers the questions.

Ask Ss to read the passages again and answer the questions. Ss can ask and answer in pairs. T corrects the answers as a class. If time allows, have Ss show where they found the answers.

4. Post-reading

Speaking

Set up the SPEAKINGstage by getting Ss to think about the pros and cons of advancement in science and technology. Explain that nothing is ‘black and white’; there are always advantages and disadvantages. For example, say:

More and more robots will be invented and used in the future. One of the advantages of this is that robots will be able to do dirty or dangerous jobs that humans don’t want to do. At the same time, there are disadvantages - robots will replace people in some areas so there will be unemployment.

Ex 4.Think about your ideas about scientific advances in these fields. Look at the example and make notes.

Encourage Ss to think of as many ideas as possible. Move around to give some cues and observe.

ex5. Work in groups. Express your agreement and disagreement about how scientific advances can help us solve problems in the future.

Divide the class into groups of five or six. Each group talks about one of the fields in 4. Tell Ss to read the example before they start. Encourage them to use the phrase give in the Look out! box. While Ss are talking, T goes around to give assistance if necessary.

If time allows, have Ss summarise their group’s ideas and present to the class.

5.Homework:

- Learn by heart new words and structures

- Do exercises of part D in workbook

Preparefor unit 11 lesson 6

Brainstorming

Key: 1. B2. A3. C

Key: 1. D2. A3. E4. B5. F6. C

Key:

1. To explore Mars/ To find out if there is, or ever has been, life there/ To explore the possibility of being able to live there.

2. They help people live longer.

3. 70 or 75 years.

4. Solar panels and solar windows.

5. They can do chose such as cleaning, cooking, washing, and organizing things.

Nuclear energy:

- convenient, clean, available…

- expensive, unsafe, environmentally unfriendly…

Nutrition pills:- people can live longer, convenient,…

- expensive, create an ageing population, create overpopulation…

Smart phones:

- convenient, quick, entertaining…

- environmentally unfriendly, discourage face-to-face communication, people can be tracked at all times…

Space travel:- exciting, adventurous…

- expensive dangerous…

Teacher’s and Ss’activities

Contents

1.Warm – up

Ask Ss to tell something about science and technology.

2. listening

-Pre-listening

Vocabulary:

-While-listening

Ex 1. Listen to the conversatin and choose the best summary

- Have Ss read the three options.

- Then play the recording and elicit the answer frm Ss.

Ex 2. Listen again to the conversation between Nick, Duong, and Chau. Circle the words and phrases as you hear them

- Play the recording again, once or twice.

- Ask Ss to listen carefully and tick the words/ phrases according to what they hear in the passage.

Ex 3. Listen again and answer the questions.

- Play the recording again.

- Tell Ss to take notes/ write down the key wordq as they listen.

- Then they answer the questions in writing or verbally.

- Correct their answers as a class.

-Post-listening

Tell Ss to read the notes in the box carefully.

3. writing

Ex 4. Look at the sample paragraph and fill the outline below.

- Have S read the sample paragraph.

- Explain that the first sentence in the sample is the topic sentence which tells the reader whether the author agrees or disagrees with the statement.

- The following sentences express the reasons.

- The last sentence is the concluding sentence, which summarises the main points in the paragraph.

- Now have Ss work in pairs to fill the outline.

- Check as a class.

Ex 5. Make notes, then write a paragraph on the following topic.

- Have Ss read the argument put forward.

- Then work in pairs to make notes using the model in 4.

-They must decide if they agree or disagree, give three supporting points, then conclude their argument.

- Move aroud to provide help.

- If time allows, have Ss work from their notes to write the paragraph in about 100 words.

- Make sure that they use proper connectors first/ firstly, second/ secondly, ... and pay attention to spelling and punctuation.

- T may collect some Ss’ work and mark them, then give comments to the class.

- Otherwise, help Ss develop a good outline for their writing and write the paragraph as homework.

4.Homework

- Learn by heart new words and structures

- Do exercises of part E in workbook

Preparefor unit 11 lesson 7

Chatting

1. Listening

*Vocabulary:

problems

high yields

Key:b. The benefits and drawbacks that advances in science and technology may bring to people’s lives.

Key: 1, 2, 4, 6

Key:

1. High yields in farming will (help feed the growing population on earth).

2. (We may be able to live) on other planets.

3. He says he likes the idea of having lessons at home with a robot, and on the internet.

4. Yes, she does.

5. He thinks there will be many new problems.

2. writing

I agree/ disagree with the idea that...

Firstly, Secondly

Furthermore, In addition...

In short/ For these reasons...

Teacher’s and Ss’activities

Contents

1.Warm – up.

- This is the review section of the unit

- Tell Ss to record their results for each exercise in the LOOKING BACK section in order to complete the final Finished! Now I can ... assessment.

2. Presentation

Vocabulary:

ex1. Write the correct form of the words in brackets.

- Ss can do the task by themselves or in pairs.

- Correct as a class.

- After that let some Ss read the sentences aloud.

ex2. Complete the word web with the fields that could benefit from science and technology

- Give Ss a few minutes to complete the word web.

- T may give some cues/ examples:

- Have Ss read out loud their answers.

ex3. Fill each gap with a word from the box to complete the passage.

- Let Ss read the passage and complete this exercise individually.

- Less advanced classes can complete this exercise in pairs.

3.Practice

ex4. Change the sentences into reported speech

ex5. Rewrite these sentences indirect speech.

- First, let Ss repeat the rules of changing the pronouns, the verb(s), and ime and place expression in reported speech.

- Have them do tasks 4 and 5 in their notebooks.

- Then call on some Ss to read their answers, sentence by sentences.

- Correct their answers.

4,Further practice

ex6. Write one prediction for each of the following fields, based on the cues and your own ideas. Then share it with the class.

- Tell them to be imaginative.

- Make sure they write a prediction for at least three of the fields.

- Have Ss read out one of their predictions to the class.

- Others can ask them questions about their prediction.

- This can also be done in small groups.

5.Homework

Preparefor Review 4 lesson 1

Chatting

*Vocabulary:

productive

laboratory

Key:

1.scientific

2.environmental

3.developments

4.discoveries

5.unnatural

Key:

1.inventions

2.laboratory

3.science

4.inventing

5.benefits

6.productive

Key:

4.

1. He said that they were doing an experiment.

2. She told me that I had to sign the paper again.

3. Tam said that they had watched a television documentary on the future of nuclear power.

4. They announced that the 10 o’clock flight to Kuala Lumpur would be an hour late.

5. Scientist said that in 50 years’ time we might be living on the moon.

5.

1. Kien said, “I missed/ have missed the train.”

2. Duong said, “I can run very fast.”

3. “I’ll hand in the report tomorrow,” Mia told me.

4. She said, “I’m reading a science fiction book about life on Venus.”

5. “I’ll be a lawyer I grow up,” he told me.