Week: 30 Preparation date: 20/03/2015
Period: 86

UNIT 11 :


Lesson 1: Getting started
I. Objectives:
By the end of the lesson, Ss can use lexical items ralated to future means of transport and movement, understand the difference between facts and opinions.
- Behavior: Using "will" for future prediction.
- Skills : listening, reading
II. Teaching aids :
Ss.’ book, CD player, headphones, pictures
III. Knowledge:
- Vocabulary: jet pack, crash, driverless car, teleporter, pilotless,
- Grammar: The future simple tense (review)
IV. Techniques:
- Individual work, pair/ group work.
- Matching
V. Steps of teaching:

T’s activities
Ss.’ activities
Content

1. Warm up:
- asks Ss as a class to brainstorm on the board one or two means of transport that are now commonly used in Viet Nam. Connect this with what they have learnt in Unit 7 (Traffic) and Unit 10 (Energy) by asking Ss to describe how these means of transport work in which situations they are used, and the advantages and disadvantages of using them.
- gets feedback.
- asks Ss how people in Viet Nam will travel around in year 2100 & asks them to predict it their means of transport mentioned on the board will still be used.
- asks them to explain their predictions.
Presentation:
- has Ss cover the text and ask them to look at the piture only. Introduces the names of the students (Veronica, Mai, and Phuc).
What can you see in the picture?
What are Veronica, Mai, and Phuc doing? What makes you think so?
What do you think is on the screen? Is there a connection between what is on the screen with what Mai is thinking about?
What topic are they talking about?
Teach vocabulay:
- writes ‘flying car’ on the board, asks Ss what they think how a ‘flying car’ might be different from an ordinary car (e.g.appearance, energy, advantages, disadvantages, etc.)
- writes ‘jet pack’ and ‘teleporter’ on the board & asks Ss to guess what they are.
‘Jet pack’: a jet-powered device you wear on the back that will help you to fly; ‘teleporter’: an imaginary method of transportation in which one disappears at one point, usually in an instant, and reappear at another
Check vocabulary: What and where
- lets ss predict how people travel in the future, then write some of the students’ answers on the board.
- lets ss draw the usage of “will” in this situation.
3. Practice:
- asks Ss to uncover the text. Plays the recording and ask them to practice in pairs.
- goes through each question and asks Ss how the text in the conversation supports their answers.
- asks Ss to do the exercises & to compare.
- gives the correct answers.
- draws Ss’ attention to the suffix-less.

- asks Ss to work in pairs to ask & answer the questions.
- calls some pairs to ask & answer for the class to listen.
- correct mistakes.






- draws Ss attention to the Remember box & gives more examples if necessary and ask Ss to identify which are facts and which are opinions.
- asks Ss to decide which statement could be proved and which is what you feel.
- draws Ss’ attention to the suffix-less.
- asks Ss work individually to come up with the means of transport mentioned in the conversation.




- makes an example by giving a combination, e.g. an electric car. Asks Ss to say how they think an electric car works.
4. Production:
- tells Ss how to do this task by looking at the example given. Then asks Ss to work in pairs.
- asks the class how many combined words they have. Elicits the words on the board. Then asks Ss to pick up one favourite combination from their list.
5. Homework:
- Learn new words and phrases
- Prepare A closer look 1.

- remember the previous knowledge & answer.
- finish it (individually)









- listen to their teacher, predict & answer.
- take note.





- look at the text & picture.



- answer T`s questions.










- pay attention to teacher, listen & guess the meaning of new words.
- give explanations.

- read the words after teacher (chorus/ individual).
-take notes.







- remember voc