Period: 88
Unit 11: TRAVELLING IN THE FUTURE
A closer look 1
I. Objectives
By the end of the lesson, Ss can appropriately use rising and falling intonation for Yes-No and Wh-questions.
1. Knowledge, Skills, Attitude:
a. Knowledge:
- Vocabulary: future means of transport and movement
- Grammar: will for future prediction, possessive pronouns
b. Skills: listening, speaking, reading and writing.
c. Attitude: Be interested in future transport and movement
2. Capacity is formed and developed for students
- Self – learning capability
- Communicative competence
II. Preparation
1. Teacher: text book, extra board, cassette tape and real objects.
2. Students: textbook, notebook, workbook.
III. Students’ activities
1. Warm up (5’)
Sts’ and T’s activities
Contents

The class can be started with a game. Write the verbs: drive, ride, fly, sail, pedal on pieces of paper. Ask one S at a time to volunteer to perform the action looking at the verb and the class guess what action the S is doing.
After each correct guess, write the verb on the board. Ask Ss to add means of transport they know that go with that verb.

S at a time perform the action looking at the verb and the class guess what action the S is doing.






2. Knowledge formation activities (36’)
Sts’ and T’s activities
Contents

Let Ss work in pairs to do activity 1then elicit the new words from the pictures

I. New words
Pedal (v), (n): đạp (xe), bàn đạp
Float (v): nổi
Heated (adj): nóng
Hot air balloon (n): kinh khí cầu
Tram (n):
Bullet train (n): tàu hỏa siêu tốc (tàu viên đạn)

Aims: developing their vocabulary about means of transport in present and future
Check ss’ answer
After having the keys, Ss work in pairs again to say the correct phrases.
ex: drive a train, drive a car, drive a bus.
VOCABULARY
1. Cross out the means of transport that DOESN’T go with the verb.
Key: a. a motorbike (explain when ride is used and drive is used)
b. a car c. a train d. a bus e. a plane

- Ask Ss to underline the most important key words in the thinking bubbles.
- Do the first item with Ss as an example. Ss then work individually and compare their answers in pairs.
2. The students are thinking of means of transport. Can you match the students with the transport?
Key: a. a ship b. a bus c. a hot air balloon
d. a bicycle e. a plane f. motorbikes

- Ss work individually then pairs.
- Explain the use of in and on in Remember box.
- If time allows, ask Ss to ask and answer how they often go/travel to some places (school, supermarket, the sea, etc.)
3. In or on? Complete the sentences.
Key: 1. in 2. on
3. on 4. in 5. in; on


Aims: developing their pronunciation


- Play the recording. Ss work individually and tick in the appropriate box.
- Write two questions on the board: one Y/N question and one Wh-question.
- Tell Ss to say the questions aloud and ask them to notice how the two questions are said in different ways.
- Ask Ss to find out the rules in Look out! Box. Ask Ss to give some questions and have more practice.

PRONUNCIATION
Rising and falling intonation for questions.
4. Listen and tick the correct box.
Look out:
- We use rising intonation for Yes-No questions.
- We use falling intonation for Wh-questions.
Audio script:
1. What will be next?
2. Do you think you can use it in bad weather?
3. How much fuel will these means of transport use?
4. Will pollution be much worse?
Key:
1. falling 2. rising 3. falling 4. rising

- Ss practise saying the questions individually then as a class.
5. Now repeat the questions.


- Ss practise saying the questions individually and decide if they are spoken with rising or falling voices. Do not give the keys at this point.
- Play the recording for Ss to check their answers, then confirm their correct answers.
6. Practise these questions. Work out whether they have rising or falling intonation? Listen then repeat.


Ss work in pairs and ask and answer the question in 6.
7. In pairs, ask and answer the questions in 6.