Comments: Advantages: *Disadvantages: *Solutions: UNIT 9

-T. Provides three clues about the word weather forecast.

- Ss have to guess the word. If Ss can guess the word in the first clue they get 30 points, 20 in the second clue and 10 in the third clue.
-T.Explains the words in the book:

Ask Ss to match the picture to the correct words and then compare their answer with a partner's. Give correct Answers:

Whole class and group work

Tell Ss to look at the pictures on page 75 and answer:

In which program do we see these pictures? (in weather forecast)

Individual pair work

-T. lets Ss play the games to check their voc.

-Have students repeat the words chorally then rub out word by word but leave the circles. Remember to let students repeat before and after rubbing out each word. Go on until students can remember the words.

-Get students to write the words again in the correct circles

-T. set the screne:

-Make any pronunciation corrections if necessary.

-Play the tape more than once if necessary.Ask Ss to practice the dialogue in a group of three.

-Have Ss work independently and fill in each blank one word and phrase from the dialogue.

-Call on some Ss to read aloud their completed sentences in front of class

-T. lets Ss crossing-check and then gives the correct keys.

-Ss. Consult and copy.

-Ask Ss to read the dialogue more carefully and decide whether the following statements are true or false

-Tell Ss to compare their answers with a friend.

-Ask them to point out the information to correct the false statements.

-Call on some Ss to explain their answers in front

of class.

-Call on some representatives from groups to read their forecast aloud in front of class.

-Comment and make necessary corrections.WRAPPING Whole class

Summarize main points. Assign homework.

T. recommends Ss some things Ss listen and copy.

-Ss. Base on the structure and build the sentences.

-T. reminds Ss the voc and the structures.

-Ss. Base on them and do the exercises.

-Ss. May ask T some difficult voc and structures ; T explains

1. 
   Warm up: (5’)
   

2. It is usually broadcasted on TV after the news.

Ask Ss some questions about the topic:

Set the scene:

2. It will be raining along the coast of Thank Hoa.

4. Ho Chi Minh City will have tempretures

between 27"C and 35"C.

5. Although Thuy's grandmother doesn't trust weather forecasts, she likes watching them.

/. There won't be any sunshine in Ha Noi.

2. Temperature in Hue will be over 30"C.

3. It will be cloudy in Cuu Long Delta.

4. Thuy is going out for a picnic with her old friends.

5. Thuy's grandmother asks her to bring along a warm coat.

6. Thuy follows her grandmother's advice.

Comment and give correct

Answers:

1. False. (It will be sunny.)

2. False. (The temperatures will be between 25"C and 30"C.)

3. True.

5. False. (She asked Thuy to bring along a raincoat.}

6. True

4. PRODUCTION (10’).

VI. SUPPLEMENTS

And now here's the weather forecast for the next twenty-four hours. I'll divide the country into three, starting with the North West and the North East of the country. Well, There'll be some early morning mists, and after that it'll be mainly dry and sunny, but quite cold, with temperatures around six or seven. It should stay dry all day.

And now the South West. You can expect some rain in the morning and afternoon. There might be some storms, as well, with thunder and lightning. There'll be quite strong winds and the temperature will be lower than yesterday, around three or four degree.

The South East and the Midlands will see the best of today's weather. It'll be warmer than yesterday, no winds and sunshine nearly all day, with temperatures around ten or eleven, so quite warm for the time of year./. What'll the weather be like in the North West and the North East of the country?

2. Will it be dry and sunny?

3. Will it rain in South West?

4. What is the temperature in the region?

5. What'll the weather be like in, the South East and the Midlands?

6. Will the temperatures be lower then ten degree?

5. Homework :(5’)

• 
  Learn by heart all the voc and the grammar points.
  

-Prepare next period Speak.

Have there been any typhoons in our

hometown ?

-T. asks Ss some guiding questions.

-Ss. Listen and answer the questions

. T may provide help later on.

Whole class

-T. lets Ss supply the voc.

-Ss. Gives the voc.

-T. guides Ss how to pronounce the voc.

-Ss. Listen and practice.

-T. corrects and gives their explains

-Ss. Listen and copy

-T. guides how to play the games.

-Ss. Play the games.

Write all the new words on the board. The letters in these words are not in good order.

Ask Ss to work in pairs or groups and rearrange the letters to make correct words.

Whole class and pair work

Ask Ss to compare their answers with a friend.

Individual work

Call on some Ss to read their answers aloud.

Feedback and give correct answers. Play the

tape again and stop at each answer
Have students listen to the tape twice and check their prediction.

* Answer keys:

(1) bottom shelf of the bookshelf.

(2) fridge.

(3) washing machine.

(4) mirrors.

(5) a window

(6) inside

(7) under a strong table.

(8) doorway.

(9) corner of a room.

Group work

Whole class

Have Ss work in group and make a short presentation on how to live with earthquakes based on the information in the table.

Call on some Ss to deliver the presentation in front of class.

Note: T may provide further information on the topic. See Supplements.

-Ss.go to the board and present their answers.

-T. remarks and then gives them marks.

-Ss. Crossing-check and copy.

-T. supplies some opinions.

-Ss. Consult and copy.

T. recommends Ss some things Ss listen and copy.

-Ss. Base on the structure and build the sentences.

-T. reminds Ss the voc and the structures.

-Ss. Base on them and do the exercises.

-Ss. May ask T some difficult voc and structures ; T explains

1. 
   Warm up : (5’)
   

Do you know anything about earthquakes?

Are they dangerous?

Are there many earthquakes in Viet Nam?

In which countries do earthquakes usually occur?

What would you do if an earthquake occurred? (Before, while and after the earthquake)

Fixture (n): things fixed together in a position

Block (v): prevent movement from happening Zone (n): area having particular featores

Roller (n): (translation) con quay

Hanging potted plant (n): (translation) cMu hoa treo

Container (n): box, bucket etc made to contain things

Doorway (n): opening to the house

Checking technique Guessing games:

3. WHILE- LISTENING (15’)

Set the scene

An expert is giving a talk on how to live with earthquakes. Actually he will give us advice on what should we do before and during an earthquake. Listen to the talk and complete the table.

Note: Before listening to tape, tell Ss to read the table carefully make some useful guesses for the missing words in the blanks.

Play the tape several times if necessary.

*

Answers:

Heavy fixtures, furniture, and appliances:

• Place heavy books on the (1) bottom shelf of the bookshelf.

• Block the rollers on your (2) fridge and (3) washing machine.

Flying glass:

• Check the (4) mirrors.

• Don't put your bed near (5) a window.

Earthquakes drill:

• Stay (6) inside.

• Sit under (7) a strong table or (8) doorway.

• Stand in the (9) corner of the room.

If you live in an earthquake zone, you should take some time to look around your house. Place heavy books on the bottom shelf of your bookshelves. Block the rollers on your fridge and washing machine to prevent them from moving. Put hanging potted plants in plastic containers. Check the mirrors in your bathroom and bedroom. Make sure they can't move. Don't put your bed next to a window.

Planning where you are going to be during an earthquake is very important. The first thing to remember is to stay inside. Then you should sit under a strong table or doorway, or stand in the corner of the room.

4. POST-LISTENING (10’)

Comment and make corrections if necessary. * Marks(10ms)

Summarize main points. Assign

SUPPLEMENTS

/. Further information

Earthquake Survival

What to do before, during and after an earthquake, and preparing an earthquake survival kit for your home and for yourself

WHAT TO DO

BEFORE AN EARTHQUAKE

• Have an earthquake survival kit on hand.

• All family members should know how to turn off gas, water, and electricity.

• Plan family emergency procedures, and make plans for reuniting your family.

• Know emergency telephone numbers (doctor, hospital, police, 911, etc)

DURING AN EARTHQUAKE

• On the road, drive away from underpasses and overpasses; stop in safe area; stay in vehicle.

AFTER AN EARTHQUAKE

• Check for injuries-provide first aid.

• Check for safety-check for gas, water, sewage breaks; check for downed power lines and shorts; turn off appropriate utilities.

• Check for building damage and potential problems during aftershocks.

• Clean up dangerous spills.

• Wear shoes

• Turn on the radio and listen for instructions from public safety agencies.

• Use telephone for emergencies, only

Learn by heart all the voc and review grammar points. Suggest + that clause ( V-ing ) ; .

-Do exercises in the workbooks.

-Prepare next period Read

Ask them to match the names of the disasters to its correct definition.

• Have you ever experienced any of these natural disasters? What happened? How did you feel?

-T. lets Ss supply the voc.

-Ss. Give the voc.

-T. practice voc.

-Ss. Pronounce the voc.

-T. explains the voc.

-Ss. Listen and copy

-T. checks Ss voc.

Rub out the words one at time, each time you rub out the word in English, point to the Vietnamese translation and ask students to repeat again, when all the english words are rubbed out, go through the Vietnamese list and get students to call out the English words.


- Hang the poster of T/F statements on the board.

- Get students to work in pairs to guess which statements are true and which are false.

Have students read the text on page 78 and check their prediction. Get students to correct false statements.

Tell Ss to read the passage more carefully complete the sentences.

Note: Before Ss complete the sentences, Ts

make sure that they understand all the given halves.

Call on some Ss to read the passage aloud in front of class.Check pronunciation mistakes if any.

Divide class into five groups. Each group takes care of one natural disaster.

Give out 20 numbers or words about five natural disasters.

Each group has to match those numbers of words to appropriate headings.

The group which completes the task the most quickly will be the winner. 90%, Kobe, 1995, homes, I960, California, movement, tide, 120, hurricane, cyclone, Chinese words, 1991, Philippines, 50, eruption, funnel, Italy, 1981,100.

.* Have students write the exercise 5b into their notebooks, using their ideas.

-T. lets Ss further reading.

-Ss. Translate the passages.

-T. asks Ss some question

.T. recommends Ss some things Ss listen and copy.

-Ss. Base on the structure and build the sentences.

-T. reminds Ss the voc and the structures.

-Ss. Base on them and do the exercises.

-Ss. May ask T some difficult voc and structures ; T explains

1. 
   Warm up : (5’)
   

Tidal wave (n): song than (translation)

* Set The Scene: There are 6 statements about the information of some natural disasters. All of you have to read them and guess whether they are, true or false.

6. A Tornado looks like a funnel.

Pair work

2. During the earthquake in Kobe, many people were killed when homes, office blocks and highways collapsed.

- Because 90% of earthquakes occur around the Pacific Rim.

Tidal waves will happen.

3. What does "typhoon” mean?

- It means "big wind"

4. Can we predict a volcano?

- Yes. The scientists can warn us about the eruption

VOlCANO ANd EARTh QUAkE FACTS

I. VOLCANOES * Marks (10ms(

1. How are volcanoes formed?

Volcanoes are really mountains that build taller and taller, with time, as they erupt. That means that molten rock, magma, comes from within the earth and erupts onto the surface. The volcano might be explosive and produce ashes or be effusive and produce lava. The explosions are usually first because there are lots of gases inside the magma. Most volcanoes are 10,000 to 100,000 years old — it takes time for them to grow big.

We know of at least 1,500 active volcanoes around the world. That is a big increase from the number that we used to think was correct. It means that more people are searching the earth for them. A graph of the number of volcanoes of the world shows that it goes up just about as fast as the number of people on the earth does

Indonesia has the most volcanoes, by far. It is really a special place because there seem to be volcanoes all around, in all directions. Merapi (which means "mountain of fire") erupted in January 1994 and killed a few hundred people.

On the surface of the earth, we know of at least 1,500 active volcanoes. I would estimate the ocean contains 10,000 volcanoes! We just don't have much chance to see them because they are hidden away!

The biggest volcano in the world is probably Mauna Loa, in Hawaii. It rises off of the seafloor to 13,000 feet above sea level or about 29,000 feet above the seafloor. Another huge volcano is Mt. Etna on the island of Sicily, in Italy.

This is a tough one to answer because some volcanoes seem to erupt forever! Stromboli, in the Mediterranean of Italy, has been known to be erupting for more than 2,000 years. It is the "Lighthouse of the Mediterranean."

Some very important volcanoes are not mountains at all. They look like deep lakes because they have had huge eruptions that make the ground sag down.

About 500 million people live close to active volcanoes! Most of them do not realize that the earth is very much alive and that they need to pay attention to what it is up to. More people need to learn about volcanoes, like you are doing.

An earthquake is the sudden, sometimes violent movement of the earth's surface from the release of energy in the earth's crust.

Earthquakes occur in the crust or upper mantle which ranges from the surface to about 800 kilometers deep (about 500 miles).

A magnitude 9.5 earthquake in Chile in 1960 was the largest known earthquake and resulted in over 6,000 deaths. It triggered a tsunami or seismic wave (incorrectly known as a tidal wave) that killed people as far away as Hawaii and Japan. Chile is also on a subduction zone.

An earthquake in China in 1556 killed approximately 830,000 people.

By the Richter Magnitude. The Richter Scale is not an actual instrument. It is a measure of the amplitude of seismic waves and is related to the amount of energy released. This can be estimated from the recordings of an earthquake on a seismograph. The scale is logarithmic, which means that each whole number on the scale increases by 10. A magnitude 6.0 earthquake is 10 times greater than a 5.0, a 7.0 is 100 times greater, and a magnitude 8.0 is 1,000 times greater.

Changes in animal behavior before earthquakes have been observed and documented in different parts of the world. Dogs, cats, snakes, and horses has also been known to behave strangely before earthquakes. Since behavior is not earthquake specific, change in animal behavior can therefore result from other events, and it is impossible to determine beforehand what factor has caused the change. Also, the behavior is not consistent. Sometimes earthquakes occur with no previous behavior change.

-Learn by heart all the voc.

-Write a passages about disasters.

-Prepare next period Write

Ask Ss some questions to lead in the lesson

-Ss. Listen and answer.
Tell Ss to make sentences with all the new words that they have learned.Make sure that Ss understand meanings of all the words.

Whole class

-T. lets Ss choose the voc.

-Ss. Practice the voc.

-Ss. Listen to the teacher explains how to pronounce and copy the voc.

-T. checks Ss voc by holding the games.

-Ss. Play the games.

-Ss. Build Sentences.

- Have Ss work in pairs to ask and answer about the pictures one to six.

Have Ss write the story individually. Note that Ss can make changes and add more details to the story to make it more interesting.

Get students to write the words again in the correct circles.

II. Telling the story

Show six pictures on the board

Ask some questions to elicit the story.

Where is she? She's outside / in the garden

What is she doing? She' playing with her dog, Skippy. => Lan is outside playing with her dog.

2. Picture 2:

- How is the dog? It looks strange. Perhaps it

is scared.

=> All of a sudden, the dog behaves strangely.

3. Picture 3:

- What'son TV? The weather forecast.

- What does Lan' s mother say? She tells Lan that she has just heard on TV that there is a typhoon coming.

=> Lan ran home and her mother tells her that

there is a typhoon coming.

4. Picture 4:

- What are they doing? They are gathering and talking about the coming typhoon.

=> Mrs. Quyen gathers her family and asks them to find shelter in the house.

- Ask some students to look at the pictures and retell the story. Have students write a story individually. The cues in the box on page 79 will help students to write easily,

Ask students to use past tense. Go around and help students to write.

* Sample:

It was a beautiful day. The sun was shiny, the sky was blue and the weather was perfect. Lan was outside playing with her dog,-Skippy. All of a sudden, the dog began behaving strangely. She kept running around circles. Lan ran home with her dog to tell her mother what Skippy was doing. Lan' mother, Mrs. Quyen told Lan that she heard on TV that there was a typhoon coming. Mrs. Quyen gathered her family and told them to find shelter in the house.

Suddenly, the sky became very dark. The storm came with strong wind and heavy rain. Mrs. Quyen and her family were scared, but soon the storm finished and everyone was glad. What a clever dog Skippy is. She saved Lan from being caught in the typhoon.- Get students to share with their partners and correct mistakes. Correction:- Take some writings to correct on front of the class. Ask students to rewrite their writings

Individual work

-T. lets Ss retell the story.

-Ss. Retell the story.

-T. supplies the difficult words.

-Ss. Practice.

-T. corrects and gives them marks.

-T.gives the correct keys.

-Ss. Consult and copy the keys.

T. recommends Ss some things Ss listen and copy.

-Ss. Base on the structure and build the sentences.

-T. reminds Ss the voc and the structures.

-Ss. Base on them and do the exercises.

-Ss. May ask T some difficult voc and structures ; T explains

Give sample questions:

Picture 1

What do you see in the first picture?

Who is she? What is she doing?

What's the weather like?

Picture 2

Picture 3

Picture 4:

Picture 4:

Picture 5:

-Learn by heart all the voc and the grammar points.

-Write a passage about disasters and you prepare things before disasters.

- Prepare the next period Language focus.

Whole class and team work

-T. guides Ss how play and how to corects.

-T. supplies the correct answers.

-Ss. Crossing-check and copy the keys.

-T. supplies the voc.

-Ss. Practice and gives the meaning.

-T. explains how to pronounce the voc.

-Ss.copy.

-T. lets Ss play the games

Revision of relative pronouns and clauses

Review the definition of relative pronouns and ask Ss to give some examples to make sure that they understand the use of relative clauses.

Individual work

Ask them to use relative pronouns who, which, or that to answer the questions. Start with the words given like the example:

Keep Ss in pairs but with another partner.

Ask Ss to match each of the sentences in column A with a related sentence in column B. Use a suitable relative pronoun to join the two sentences.

Divide class into two teams A and B.

Ss from each group have to go around to find the ideal partner. In other word, Ss have to find the S whose half sentence best matches to theirs.

The pairs who found partner the most quickly will be the winner.

Help Ss to identify defining and non-defining clause. (See Period 6-Language Focus Unit8),

Instruct Ss to do exercise 3. Underline the relative clause in the sentence. Then add commas to separate the non-defining relative clause from the rest of the sentence. Write all the sentences on the boards Call some Ss to do the task. Comment and give correct Individual work

Whole class

Now you rewrite the sentences in exercise 3. Replace each underlined clause with a clause you have written. You may use facts or your .imagination.

-Ss. Base on the structure and build the sentences.

-T. reminds Ss the voc and the structures.

-Ss. Base on them and do the exercises.

-Ss. May ask T some difficult voc and structures ; T explains

Knowledge Game - short answers

Questions

1. Which city in Japan was struck by a huge earthquake?

2. Which country won the 1998 Tiger Cup?

3. Which animal has one or two horns on its Snout?

4. Which explorer discovered America?

5. Which planet is closest to the Earth?

6. Which animal in Viet Nam was chosen to be the logo of SEA Games 2003?

7. Which ASEAN country is divided into two regions by the sea?

8. Which food you can chew but you cannot swallow and which one you can swallow but you cannot chew?

Answers:

1. Kobe

3. rhinoceros

4. Christopher Columbus

5. Venus

7. Malaysia

8. water

2. Activity 1 : (10’)

Vocabulary

Horn (n): a part, often curved, pointed on the head an animal

Rhinoceros (n): (translation) con te giac

Swallow (v): make or let pass down one's throat

Disaster (n) —> disastrous (a)

Refer Ss to the warm-up activity.

h) The food which you can chew but you cannot swallow is the chewing gum and the thing you can swallow but you cannot chew is water.

e) Neil Amstrons, who first walked on the moon, lived in the USA. f) (Defining)

g) Miss Lien, who sings very well, is my English teacher.

Example:

Kangaroos, which come from Australia, havelong tails.

Kangaroos, which can be seen everywhere in Australia, have long tails.

Note-Ts may ask Ss to make various sentences with which, who, that. It's not necessary to do exercise 4.

5 Homework : (5’)

d. (defining)

f. (defining)

g. Miss. Lien, who teaches us English, is a beautiful woman.

- Have students write some more (about 5) sentences with non - defining relative clauses.

Ask Ss to work in pairs and discuss the following questions:

-T. guides Ss how to answer the questions.

-T. supplies the difficult words.

-Ss. Listen and copy

-Ss. Listen and answer the questions.

-T. corrects and give them marks.

-T. introduce the voc.

-Ss. listen and practice.

-T. explains how to pronounce.

-Ss. Listen and practice.

-T. corrects ,Ss copy.

Divide class into small groups.

Write new words on the cards given to each group. The words on the card are in the wrong order.

Whole class and group work

Tell Ss to work individually and find the words in the text having meanings as in the book instructed.

Ask Ss to compare their answers with a friend. Encourage Ss to guess the meaning of the words in the context of the passage.

Call on some Ss to read aloud their answers in front of class. Ask Ss to explain their answers.

Individual and pair work

Divide class into small groups. Ask them to match the timeline in A to the events in B. When the game is finished, ask Ss to recall the passage and present it to class. Group work

-T. lets Ss sum up the main points.

-Ss. Sum up.

-T. correct and give them marks

Whole class
If the class is great T lets Ss scane the

T. recommends Ss some things Ss listen and copy.

-Ss. Base on the structure and build the sentences.

-T. reminds Ss the voc and the structures.

-Ss. Base on them and do the exercises.

-Ss. May ask T some difficult voc and structures ; T explains

Gather ideas and provide some facts about UFOs (see Supplements) *Marks(10ms)

Meteor (n): small mass of matter from outer space entering atmosphere

Spacecraft (n): craft for traveling in outer space

Plate-like (a): having features and physical appearance like a plate

Feedback and give correct answers:

1. 1947

2. 1952

3. 1954

4. 1964

5. 1971

f. Two men

Summarize main points. Assign homework.

-Learn by heart all the voc and the grammar points.

-Write a passage about the UFOs .

- Prepare the next period Speak.

Instruct the task:

Whole class and pair work

Ask Ss to work in pairs and practice the dialogue.

Keep Ss in groups and ask them to make up similar dialogues about the drawings, using the cues in section a).

Go around the class and provide help if necessary.

Call on some pairs to practice their dialogue in front of class.
Group work

-Ask Ss to work in group and discuss:

-Give additional information about solar

T. recommends Ss some things Ss listen and copy.

-Ss. Base on the structure and build the sentences.

-T. reminds Ss the voc and the structures.

-Ss. Base on them and do the exercises.

-Ss. May ask T some difficult voc and structures ; T explains

Microorganism (n): oganism too small to be seen through naked eyes

Trace (n): indication of existence or occurrence of something

1.

Phuong: What do these drawings say, Minh?

If time allowed, call some Ss to make a presentation in front of class.

SOLAR SYSTEM - NINE PLANETS

The Sun is the closest star to Earth and is the center of our solar system. A giant, spinning ball of very hot gas, the Sun is fueled by nuclear fusion reactions. The light from the Sun heats our world and makes life possible. The Sun is also an active star that displays sunspots, solar flares, erupting prominences, and coronal mass ejections. These phenomena impact our near-Earth space environment and determine our "space weather." Mercury, the planet nearest the Sun, is the second smallest planet in the solar system. Only slightly larger than the Earth's moon, Mercury's surface is covered with craters. This tiny planet does not have any rings or moons. Fair but inhospitable Venus, a "Sister" planet to the Earth that is very different from our home. Venus does not have any moons or rings.

Earth, our home planet, is a beautiful blue and white ball when seen from space. The third planet from the Sun, it is the largest of the inner planets. Earth is the only planet known to support life and to have liquid water at the surface.

Mars, Earth's outer neighbor, is the fourth planet from the Sun. Mars' bright appearance and reddish color stand out in the night sky. Impressive surface features such as enormous volcanoes and valleys are frequently obscured by huge dust storms.

Jupiter-is the largest planet in the solar system. When approached from afar, its fantastic striped atmosphere gradually reveals intriguing clouds that move around the planet. Rich in historical and cultural connections, Jupiter is the site of recent comet impacts and continuing scientifiC'discovery.

Saturn, the sixth planet from the Sun, has the most spectacular set of rings in the solar system. We now know that Saturn has 31 moons in addition to its complex ring system

Uranus, the seventh planet from the Sun, has its spin axis almost in the plane of its orbit about the Sun. This produces unusual seasons and also causes unique magnetic and electric field structures. Uranus has a faint ring system and 27 known moons.

Neptune, which is usually the eighth planet from the Sun, is a very cold place. Occasionally, the ninth, planet Pluto crosses Neptune's orbit and becomes the "eighth planet". Its bluish color comes from its atmosphere of methane gas. The planet has 13 moons and a very narrow, faint ring system.

Pluto is usually the outermost planet in the solar system, and is the only planet that has not been visited by a spacecraft from Earth. This mysterious planet is really a double planet system, since its moon, Charon, is very close to Pluto and about the same size.

Pluto's unique orbit causes it to periodically come within the orbit of Neptune. Pluto was the eighth planet from the Sun from February 7th, 1979 through February 11,1999. Now Pluto will remain the ninth planet through the 23rd.

5/ Homework : (5’)

-Learn by heart all the voc and the grammar points.

-Write a passage about the UFOs.

- Prepare the next period Listen.

Ask Ss to study the statements in the book. Guess whether the statements are True or False to their knowledge.

Whole class and pair work

Individual work

Ask Ss to work in groups and make a short presentation about the moon. Encourage Ss to use as much information in the listening as possible. However, they also can use their own knowledge to make the presentation more informative and interesting.

Call on some Ss to make the presentation in front of class.

T. recommends Ss some things Ss listen and copy.

-Ss. Base on the structure and build the sentences.

-T. reminds Ss the voc and the structures.

-Ss. Base on them and do the exercises.

-Ss. May ask T some difficult voc and structures ; T explains

Science for Fun Program (n): (Translation) chöông trình Khoa Hoc Vui

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

g) There are no mountains on the moon.

h) You will weigh 8 kilos heavier on the moon.V

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

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

The moon is the Earth's natural satellite. It has circled around the Earth for at least four billion years. It is a rocky ball about a quarter of the Earth's size and is held in its orbit by mutual gravitational attraction. Most scientists believe that the moon formed when early in Earth's history a planet smashed into it. The impact was so tremendous that nothing was left of the planet, but a few hot splashes thrown back up into space. Within a day of the smash, these splashes had been drawn together by gravity to form the moon.

The first men on the moon were Neil Armstrong and Buzz Aldrin of the US Apollo 11 mission. They landed on the Moon on July 20, 1969. as Neil Armstrong set foot on the Moon, he said: "That's one small step for a man, one giant leap for mankind"

The moon is by far the brightest thing in the night sky. But it has no light of its own. Moonlight is simply the sun's light reflected off the white dust on the moon's surface.

The moon's gravity draws the oceans into an oval around the Earth, creating a bulge of water on each side of the world. These bulges stay beneath the moon as the Earth spins around and so seem to run around the world, making the tide rise and fall as they pass.

Makes the moon 27.3 days to circle the Earth, but 29.53 days from one full moon to the next, because the Earth moves as well. A lunar month is the 29.53 days cycle. Calendar months are entirely artificial.

- Learn by heart all the words. And grammar points.

- prepare next period Read.

-Do the exercises in the workbooks.

-Ss. Play the games.

Ask Ss to work in pairs and read the dialogue between An and Ba about the existence of UFOs. Make sure Ss understand the dialogue especially Ba's opinions about the existence of UFOs.

Tell Ss to use Ba's opinions in the dialogue to write an exposition independently.

Go around the class and pick up some typical writings to read aloud and have some necessary corrections.

T. recommends Ss some things Ss listen and copy.

-Ss. Base on the structure and build the sentences.

-T. reminds Ss the voc and the structures.

-Ss. Base on them and do the exercises.

-Ss. May ask T some difficult voc and structures ; T explains

Instruct the game:

Imagine that a group of famous historical and modern characters are traveling by balloon. They are over the North Atlantic when a leak is discovered. The balloon can only reach land if it is lighten - all characters except one must jump out. Choose one of the characters, and speak for three to five minutes to explain why you are the best person to stay in the balloon and why others should not. Possible characters are: Father Christmas Napoleon Bill Clinton Michael Jackson

3/ PRE-WRITING (10’)

: Introduction, Body and Conclusion.

Implicit the outline and the functions of three main parts in an argumentative exposition through Matching exercise. Ask Ss to read the outline of an expression in column A. Then put the paragraphs in column B in order to match the sections in column A.

- Learn by heart all the words. And grammar points.

- prepare next period Language Focus.

-Do the exercises in the workbooks

-T lets Ss play the game.

-Ss. Play the game.

Group work

Have Ss work in groups and rearrange the letters in good order to make the right words.

Group who get the highest score with the shortest time will be the winner.

Ask Ss to work with a partner. Use may or might and talk about Andy's presents.

Tell Ss to compare their answers with a friend.

Call on some Ss to read their answers in front of class.

Tell Ss to do exercise 2. Complete the sentences by using the verbs in the box.

Call on some Ss to read the complete sentences aloud in front of class.

Correct mistakes if any.

Whole class and pair work

Ask Ss to look at the pictures in the book and complete the sentences by. Using conditional sentence type 2.

Call on some Ss to read their answers aloud.

Pair work

-Ss. Base on the structure and build the sentences.

-T. reminds Ss the voc and the structures.

-Ss. Base on them and do the exercises.

-Ss. May ask T some difficult voc and structures ; T explains

• 5. ...

Review the use of modal verbs may and might:

Feedback and give correct answers:

f) It might be an evening star, or it might be a spacecraft.

If S 1 + do, S₂ + will do. (Present simple) (Future simple) Use:

Feedback and give correct answers:

e) Mrs. Binh writes a shopping list, she won't forget what to buy.

(Past simple) (Future in the past)

There is a possibility that Lan will pass the exam if she works hard. It is likely to happen at present or in the future. If had a lot of money; I would buy a house in the center of our city.

It is unreal situation and never happens at present (he has no money / not much money at present) so if / had a lot of money is only imaginary situation.

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

c) IfLan lived in Ho Chi Minh City, she would visit Saigon Water Park.

d) IfNam had an alarm clock, he would arrive at school on time.

e) If Hoa lived in Hue, she would see her parents every day.

f) If Nga owned a piano, she would play it very well.

g) If Tuan studied harder, he would get better grades.

h) If Na had enough money, she would buy a new computer.

- Learn by heart all the words. And grammar points.

- prepare next period Write.

-Do the exercises in the workbooks