Period 3, April 4th

LESSON PLAN
UNIT 8: SCIENCE
LESSON 8C: LISTENING – INTENTIONS OF THE SPEAKER

I. OBJECTIVES:
By the end of the lesson, Ss will be able to:
1. Knowledge:
- Vocabulary:
- Strategy to listen for key words and antonyms
2. Ability:
- main skills: listening and speaking skills
- sub skills: reading and writing skills
- Use the strategy to develop listening skills
- Can identify the speaker’s intention
3. Quality:
- Have positive attitude in English language learning so that they can participate
enthusiastically in all classroom activities, especially with the topic conducted by
the teacher
- Keen on studying English
II. TEACHER AIDS AND LEARNING MATERIALS:
Lesson plan, PPT slides, student’s book, workbook, notebook, personal computer
(if any), projector/TV, speakers, IWB software.
III. PROCEDURES:
A. Warm-up
a) Objective: Introduce the new lesson and set the scene for Ss to acquire new
language; get students' attention at the beginning of the class by means of
enjoyable and short activities as well as to engage them in the steps that followed.
b) Content: Exercise 1 p.79
c) Outcomes: Students can gain more confidence and interest in the lesson.
d) Competence: communication, collaboration, critical thinking
e) Organisation of the activity:
 TEACHER’S ACTIVITIES STUDENT’S ACTIVITIES CONTENTS
WARM-UP. T-Ss/ S-S/ Indiv.
Exercise 1 p.79
- Divide class into two - Practice in groups of 4
groups and ask them to
describe the pictures
- If students get the correct - Volunteer to answer. With
answer, they can get one correct answer, that
bonus. group can get one bonus.

- Listen to the teacher and

- Lead in the lesson
open the book page 97
 B. New lesson
 Activity 1: Presentation
a) Objective: Students know some new words and phrases
b) Content:
Vocabulary study
Speaking
c) Outcomes: Students know how to pronounce words correctly and use them in
appropriate contexts.
d) Competence: communication, presentation
e) Organisation of the activity:
TEACHER’S ACTIVITIES STUDENT’S ACTIVITIES CONTENTS
PRESENTATION. T-Ss/ S-S/
Indiv.
Teach new vocabulary:
- Use gestures, GIFs and - Look, listen, and repeat in
short explanation to chorus in whole class and
present new words. individuals
- Have students practice - Take notes
their pronunciation drills.
New words:

 Activity 2 Practice
a) Objective: Students can answer the questions to critical thinking, and they can
finish the tasks in the textbook. Critical thing skills (guessing/ reasoning) and
communication can also be practiced.
 b) Content: Exercise 2,3,4 and 5 page 97.
Listening
Speaking
c) Outcomes: Students read and listen, and they can apply the useful language in
everyday conversations.
d) Competence: communication, collaboration, presentation
e) Organisation of the activity:
TEACHER’S STUDENT’S ACTIVITIES CONTENTS
ACTIVITIES
PRACTICE. T-Ss/ S-S/
Indiv.
Activity 1:
Exercise 2 page 97
- Ask students to read - Read the Listening
the Listening Strategy and underline
Strategy and think some important
about it carefully information if needed

- Ask students: “What - Discuss and answer

are the intentions of the question given by
the speakers in the teacher in pairs
sentences 1-6?”
- Ask students to - Complete the task and
match three of these take notes
sentences (1–6) with
the photos

*Answer keys:
- Correct answers as a - Correct the answers
class. with teacher.

Activity 2:
Exercise 3 page 97
- Ask the students to
listen to the audio - Listen to the audio and
and complete the complete the task
task
- After students finish, - Listen again to check
teacher play the the answers
audio again for
students to check
their answers.

Activity 3:
Exercise 4 page 97
- Ask the students to
listen to the audio - Practice ask and
and complete the answer three questions
task given with their
partners
- After students finish,
teacher play the - Check the answers
audio again for with the teacher and
students to check take notes
their answers. *Answer keys:
1. a and b
2. b and c

Activity 4:
Exercise 5 page 97
 - Ask students read
situations 1-2 given - Read the situations
first and take notes if
- Then ask students to needed
prepare a short - Work with their
speech to do one of partners to complete
these situations the task in a limited
time

 Activity 3: Outcomes
a) Objective: After Ss work in pairs to write their own speech. They have to
present their speech using verb they have learnt before. Communication is also be
practiced when they perform their speech.
b) Content: Exercise 6 page 97
c) Outcomes: Ss write and speak mutually, they can also apply some structures to
persuade others as well as use some adjectives they have learnt in their daily
conversations.
d) Competence: Collaboration, communication, presentation
e) Organisation of the activity:
TEACHER’S STUDENT’S ACTIVITIES CONTENTS
ACTIVITIES
PRODUCT. T-Ss/ S-S/
Indiv.
Exercise 6 page 97:
Presentation
- Go through the - Listen to the teacher
instructions together and take notes if
and make sure needed
students understand
what they have to do
- Monitor and help - Discuss in pairs and
with grammar and prepare the speech
vocabulary where
necessary
- Give students the - Perform their finished
speech form and speech for the class
examples

C. Consolidation
Vocabulary:
- Strategy to listen for key words and antonyms
D. Homework
- Learn by heart new words
- Finish all the tasks
- Prepare: Unit 8D: Grammar (page 98 – SB)
*Supervisor’s comment:
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Supervisor Student

Ms.Vo Thi Thu Hien Bui Khanh Vy

 UNIT 8: SCIENCE
LESSON 8D: GRAMMAR

I. OBJECTIVES:
By the end of the lesson, students will be able to understand of using the passive
(present perfect, future & modal verbs)
1. Knowledge:
▪ Reading: A text about mobile phones
▪ Grammar: The passive (present simple and past simple)
▪ Listening: A candidate acting out a role-play between a shop assistant and a
customer returning a faulty gadget
▪ Speaking: Talking about the reading texts in the student
book using the passive
2. Ability:
- Main skills: Grammar skills
- Sub skills: Speaking and Reading skills
3. Quality:
- Have a positive attitude in English language learning so that they can participate
enthusiastically in all classroom activities, especially with the topic conducted by
the teacher.
- Know how to use the passive structure (present perfect, future & modal verbs)

II. TEACHER AIDS AND LEARNING MATERIALS:

Lesson plan, PPT slides, student’s book, workbook, notebook, personal computer
(if any), projector/TV, speakers, IWB software.

III. PROCEDURES:
A. Warm-up
a) Objective: Ask and elicit students’ ideas about gadgets.
b) Content: Exercise 1 page 98
c) Outcomes: Students can guess the gadget’s function.
d) Competence: communication.
e) Organization of the activity:
 TEACHER’S ACTIVITIES STUDENT’S ACTIVITIES CONTENTS
LEAD-IN.
- Introduces the lesson with - Pay attention to the
warm-up questions. photos while listening to
- Asks: “What’s the future of the teacher.
these gadgets? How will - Guess the gadget’s
they change in the future? function
“Can you describe a - Volunteer to answer the
gadget that you would like questions.
to invent?
- Elicits answers.

- Leads-in to Exercise 1. - Open Student’s Book.

B. New Lesson
▪ Activity 1: Speaking
a) Objective: Students can answer the questions with critical thinking. Critical
thing skills (guessing/ reasoning) and communication can also be practiced.
b) Content: Describe the photo. Answer and discuss the following questions
c) Outcomes: Students can gain more confidence and interest in the lesson.
d) Competence: communication, critical thinking.
e) Organization of the activity:
 TEACHER’S ACTIVITIES STUDENT’S ACTIVITIES CONTENTS
DISCUSSION (T-Ss/ S-S)
Exercise 1 page 98 - Pay attention to the
- Focus attention on the photo and answer the
photo and the title. Ask question.
students if they recognize
what the man is wearing - Volunteer to share their
(Google Glass). If they opinions (what they
have heard about the know about Google
product, what do they Glass).
know about it? Explain that
Google Glass is a computer
that you wear on your head
like a pair of glasses. It is
voice-operated and can
perform tasks like those of
a smartphone, e.g., it can
make phone calls, display
information from the
internet, take photos, and
make videos.

- Ask students how wearable

gadgets in general can
make their lives easier,
e.g., you do not have to use
your hands, so they save
you time and allow you to
do more things
simultaneously. If students
are having difficulty
coming up with ideas, ask:
Do you need to use your
hands with a wearable
 gadget? (no).

▪ Activity 2: Reading
a) Objective: Read the text and check their ideas in exercise 1
b) Content: Students read the text and check their ideas in exercise 1.
c) Outcomes: Students can understand more about wearable gadgets in exercise 1
and gain better reading skills.
d) Competence: reading.
e) Organization of the activity:

TEACHER’S ACTIVITIES STUDENT’S CONTENTS

ACTIVITIES
READING. (indiv/ group)
Exercise 2 page 98
- Ask students to read the - Pay attention and read
paragraph carefully. the paragraph.
- Give the answer key: “The - Check students’ ideas
gadget allows people to take a from exercise 1.
photo simply by linking. You
can also send messages and surf
the internet.

▪ Activity 3: Presentation
a) Objective: To understand how to use the passive structure.
b) Content: Give structure and forms of passive.
c) Outcomes: Students understand and manipulate the passive.
d) Competence: Learning.
e) Organization of the activity:

TEACHER’S STUDENT’S ACTIVITIES CONTENTS

ACTIVITIES

 Teaching - Pay attention and give

Introduce the use of the answers when they
 passive, give structure don’t understand
and forms of passive. - Take note and
manipulate the structure
correctly

▪ Activity 4: Practice
a) Objective: To summarize all the important information in the Passive structure
by exercises and use them appropriately.
b) Content: Fill in the blanks, speak, rewrite the sentence
c) Outcomes: Students can use future passive appropriately
d) Competence: Understanding, communication.
e) Organization of the activity:

TEACHER’S ACTIVITIES STUDENT’S ACTIVITIES CONTENTS

Exercise 3 page 98
- Ask students to read the - Pay attention and match
underlined sentences in the the sentences with a to h.
text and ask what they have
in common. (They are in the
passive.) Remind students
that the passive is often used
to talk about technology.
Answers key:
- Briefly revise the structure of 1.a
the passive: subject + be + - Check answers as a 2.c
past participle. class. 3.g
4.b
- Give the answer key to 5.f
students 6.e
7.h
a. present perfect affirmative 8.g
b. present perfect negative
c. present perfect
interrogative
d. will future affirmative
e. will future interrogative
f. will future negative
g. modal verb can and may
affirmative
h. modal verb can negative
Exercise 4 page 98 -
- Ask student to complete - Students complete the **
the predictions with the predictions.
affirmative future passive
form of the verbs below. - Check answers as a class.
- Give the answer key

1 will be controlled
2 will ... be connected
3 will be spoken
4 will be built

Exercise 5 page 98
- Ask students to read the
predictions in exercise 5 - Students work in pairs and
again and decide whether give their own opinion
or not they agree with
them. They should think
of reasons to support their
opinions.
- Encourage students to use
a variety of phrases to - Volunteer to share their
give their opinions and opinions to the class.
make additional points
- Ask a few students to
share their ideas with the
class.

Exercise 6 page 98

- Ask student to complete the

sentences with the verbs
 below. Use the present **Answer keys:
passive - Students read the facts and 2 have been sold
- Check answers as a class complete the sentences. 3 have been uploaded
by asking students to read 4 have been shared
out the sentences. Make 5 have been watched
sure they say the numbers - Check answer from
correctly. answer key
- Show the answer

Exercise 7 page 98

- Ask students to work in pairs Answer Keys:

to ask student’s experiences. 2. Have you ever been
Use the present perfect punished for something
passive with ever for a you didn’t do?
question and simple past 3. Have you ever been hurt
passive for extra while doing sport?
information. 4. Have you ever been
- Focus attention on the criticised by a good friend?
model question and answer.
Point out that the tense in the
answer changes from the
present perfect to the past
simple, as students have
practiced.
- Tell students that they do not
have to give their entire
answer using the passive.
However, the more
information they can give in
the passive, the better.
- In pairs, students ask and
answer the questions.
- Ask a few students to share
their ideas with the class.
- Check that students
understand the words in the
prompts.

EXTRA EXERCISE
Exercise 5 page 122 : Fill in the 2. haven’t been washed
blanks 3. Has ... been checked
- Ask the student to complete
4. has been built
the sentences. Use the
present perfect, future and - Students complete the 5. hasn’t been shown
modal verbs sentences. 6. Has ... been delivered
- Check answers as a class
by asking students to read 7. have been sold
- Check answers as a class.
out the sentences. Make 8. have been invited
sure they say the answer
9. hasn’t been marked
correctly.
- Show the answer

Exercise 6 page 122: Fill in the

blanks
1. will be uploaded
- Ask the student to complete 2. will be scanned
the advertisement. Use the
passive form (will) of the - Students complete the 3. will be stored
verbs in brackets. advertisement .
4. will be backed up
 5. won’t be lost
- Show the answer 6. won’t be charged
- Check answers as a class. 7. will be sent

Exercise 7 page 122: Rewrite 2. Desktop computers

the sentence probably won’t be needed
ten years from now.
- Ask the student to rewrite
3. Celluloid film cameras
the sentence. Use present
have been replaced by
perfect passive, future
- Students rewrite the digital cameras.
passive ,or passive with
modal verbs sentences. 4. Passengers can be helped
with check-in at the
- Show the answer airports by robots now.
- Check answers as a class. 5. Your vocabulary may be
enriched by using this
electronic dictionary.
6. Computers that can
think like humans haven’t
been invented.

▪ Activity 5: Outcome
a) Objective: To apply can-may passive structure in daily communication.
b) Content: Discussion
c) Outcomes: Students can use passive appropriately
d) Competence: Understanding, communication.
 e) Organization of the activity:
TEACHER’S ACTIVITIES STUDENT’S ACTIVITIES CONTENTS
 Exercise 8: Speaking - Students design a
- Ask students to work in a wearable gadget.
group
- Students describe the
- Teacher can give suggestions
gadget, using passive
like: What is it made of? sentences
What can be done with it?
What shape is it? By whom
may it be used?
C. Consolidation
a) Grammar: present perfect, future & modal verbs
b) Skill: Understand using the passive structure and use them appropriately.

D. Homework
- Review the lesson, the passive
- Do exercises in Workbook.
- Prepare U8-E (P.99)

*Supervisor’s comment:
………………………………………………………………………………………
………………………………………………………………………………………
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………………………………………………………………………………………

Supervisor Student

Ms.Vo Thi Thu Hien Bui Khanh Vy