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Unit 5 : TECHNOLOGY AND YOU ( Reading)

Period : 25
Date : Nov, 2006
Time: 45 minutes
1. Educational aims : Students should appreciate the modern devices that help make our life comfortable
and should know how to use them properly and economically.
2. Knowledge
General knowledge : Students learn about how present and future devices and equipment may change
our lifestyle.
New words: Words related to modern devices and equipment.
3. Skills : Reading for gist and for specific information
METHOD: Integrated, mainly communicative
TEACHING AIDS : Real objects and pictures showing various modern devices, e.g., a microwave oven, an
air conditioner, a computer, a washing machine, a blender, a digital camera, etc.
Teacher's Activities Students' Activities

Warm-up (4mn) Teacher gives questions 1. What do you use computer for ?
1. What machine is used to type / watch a film/listen 2. What can be other purposes of computers in the
to music/do the calculations/play games'? future ?
2. Do you know how to use this machine ?

Pre-reading (7mn) Students' answers Feedback

Activity 1 1. The computer 2. Yes, l do.
Teacher asks students some questions Students answer (book closed) Feedback
Activity 2 : Matching 1/ -to get information
Teacher has students match each numbered item -to sold or received mail -to type
with one of the words or phrases in the box. documents
-to store facts/ documents
While-reading (20mn) -to chat/ play games/ watch films/ listen
Activity 1 : Silent reading to music -to read newspapers/magazines
Students are asked to read the text silently. -to learn foreign languages 2/ -to do the
Activity 2 : Pronunciation practice (new words) shopping
visual display unit -to design houses, bridges, buildings. -to
2. scenic cure diseases
1D; 2E; 3G; 4C; 5A; 6. F 7B ; 8H -to give advice... Pairwork.

Students do the task with book opened. Feedback

Students read in chorus
3. miraculous 4. memos

Activity 3 : Task 1 : Matching 1. Computers are used in many fields in our daily
Teacher has students match the words in A with lives.
their definitions in' B. 2. People can use computers to solve personal
Activity 4 : Task 2 :Decide which of the three problems with sympathy.
options below is the best title for the passage 3. Computers can be used to replace humans in the
Teacher's explanation : Throughout the text we future.
just find the uses of the computer. 4. People haven't got any trouble or problems
Activity 5 : Agree or Disagree ? when using computer.
5. Computers are used for r working, studying,
Teacher gives some statements and asks for entertainment and other daily activities.
students' agreement or disagreement and their
reasons. '
Activity 6 : Task 3 : Answer the questions
Teacher asks students to read the passage again
and to answer the questions with the provided
Post-reading (12 m n) 1. Computers can help us
Activity 1 : Talk about the advantages of using -visit shops, offices and places of interest
computers. (book closed) -pay all kinds of bills
-read newspapers and magazines
Activity 2 : Discussion : the other uses of the -send and receive mails in a very short time
computer in our daily life. -learn not only languages but also other
Teacher designs homework (2mn) subjects like biology, geography and history.
Groupwork Feedback lc; 2e; 3a; 4b; 5d Pairwork. 2. Its a miraculous device because
Feedback: C It is capable of doing anything you ask It can
I speed up calculations
Groupwork Feedback I .A. It can manage larger collection of data It
2.D 3.D 4.13 5.A Groupwork allows you to type and print

-shopping without going out. -receiving mails
in some minutes. -getting information quickly.

Homework: Find out some problems that people

encounter when using computers.

Period : 26
Date : Nov, 2006
I. Objectives:
l. Educational aim: Students should know how important and useful information technology is to
our lives.
2. Knowledge:
General knowledge: Through this lesson, students learn about the uses of modern inventions,
especially information technology.
Language: Questions and answers about the uses of modern inventions.
3. Skills: 4 skills ( fluency in asking and answering questions about the uses of modern inventions.)
II. Method: Communicative
III. Teaching aids: Real objects: a cell phone, a simple telephone
_ Pictures: fax machine, electric cooker, air conditioner, computer, microwave oven, television...(
T. can ask Sts to collect them )
_ Posters
IV. Procedure:
Teacher's Activities Students' Activities

1. Warm-up: Matching * Pictures:

T. asks Sts to match the pictures with their 1. washing machine
names. 2. fax machine
II. Pre-speaking: 3. television
4. electric cooker
5. computer
6. vacuum cleaner
7. microwave oven
8. air conditioner
T. uses a telephone and asks: 1. What do you call it?
2. Can you tell me what it is used for?

T. introduces the structures: _ What is used for? Can / Could you tell me
* Questions about the uses of something: what _____is used for?
* Answers:
It is used to (infinitive or infinitive phrase) Sts work in 2 teams.
(or) It is used for ( V-ing or ving phrase) Sts are asked to read these things in chorus
T. uses a cell phone and asks sts to make _ Sts answer:
dialogue. 1. a telephone
2. It is used to talk to another person over long
_ Sts work in pairs.
St A: Can you tell me what a cell phone is used
St B: Well, it is used to talk to people when you
are away from home.

III. While-speaking:
_ Task 1: Asking and answering the
questions about the uses of modern inventions.
T. uses the pictures in warm-up.
T. selects some pairs to ask and answer the
questions before the class.
Task 2:
1. Words and phrases:
T. says words in Vietnamese and asks Sts to say Sts to say them in English ( Words in the box)
them in English ( Words in the box)
2. Gap-filling
T. asks Sts to use the words in the box to
Complete the sentences.
_Task 3:
T. asks Sts to rank the sentences in task 2 in
order of their importance according to their
thinking) - A: I think that is the most important.
T. helps Sts with the model: - B: Why do you think so?
- A: Because Or The reason is that
IV. Post-speaking: _ Sts work in pairs
_ Task 4: Discussion _ Some pairs of them practice speaking before
T. asks Sts to talk about the uses of information the class.
technology.( Books closed) T has a St report on Sts say words in English. _ Sts work in pairs.
what he/ she and his partners have just Sts read their sentences. _ Role-play
discussed. _ Sts are asked to say their ideas alter working
in pairs.
_ Sts work in group of 4. They in turn talk about
T walks around the class and offers ideas and the importance and uses of information
comments when Sts need help. T asks some technology. One St in each group takes notes so
close pairs to speak and corrects their mistakes. that he/ she can report them later.
T comments.

V. Homework: _ Make conversations to talk

about the uses of modern inventions.
_ Write about the uses of information


Period : 27
Date : Nov, 2006
A. Aims : Sts. listen to the tape, understand an- old man's experience of learning how to use a
computer, find out false or true information, fill the gaps in the passage and give a summary of
the story they've listened from the tape.
B. Method : Communicative Approach.
C. Teaching aids : textbooks, pictures, handouts, tape, cassette player.
D. Procedure:
Teacher's Activities Students' Activities

A. Check-up Find 10 words relating to household and office

Ask and answer about the uses of some electric appliances:
equipment (a camera, a radio, a cell phone,
etc.) B. Warm-up: Word Square

B. New lesson : LISTENING

1. Before you listen Listen and repeat. :
• Ask and answer worried ['w rid] excuse [iks'kju:s]
Model: A: How often do you use a memory ['memari] refused [ri'fju:zd]
radio ? headache ['hedeik] VDU [,vi:di:'ju:]
B: Everyday/ Sometimes/ Often/ ...
T. has 2 Sts. ask and answer about the uses of Individually
some electric equipment. Across
- T. has Sts. listen and guess the words. 1. fax machine
2. refrigerator .
3. dishwasher Down
4. cell phone
Pairwork 5. camcorder
- ask and answer questions by using the words 6. television
in the table on page 57. 7. computer
- practise pronouncing these words. 8. rice cooker Diagonally.:
9. video
10. radio

Fill the gaps with these words

1. My Math teacher has a good for names, so
every student is afraid of him.
2. You're always making for your losing things.
3. The fact that she my invitation surprised me
4. These aspirins can help you kill your While
you listen

Activity 1 : Listen to an old company director
talking about his experience of learning how to use
a computer. Decide whether the statements are True
(T) or False (F). (page 57)
Activity 2 : Correct the false sentences (1, 4, 5, 6)

TASK 2 : Listen to the old man's story again and Pairwork

write in the missing words. (page 58)
He was very helpful. He (1) me to sit down in
front of the computer screen. I did not know what it
was called. When I asked him what it was, he said
that it was a VDU. I (2) didn't know what
VDU was , but I was too shy to ask him any more.
From that moment my memory (3) to learn
because he told me a lot of things that I really didn't
understand at all. After a few lessons I began to feel
tired. I made an (4)
saying that I had a headache. I suggested we should
leave the lesson for another day. Since then I
haven't said (5) about the computer to my son and
my secretary.
T. asks Ss fill the gaps with suitable words from the 1. memory 2. excuse 3. refused 4. headache
list. Pairwork T. has Sts. .

- read the six statements carefully.

- listen to the recorder 2 times and decide if each
statement is T or F.
(T. moves around to monitor.)
- listen to the tape the 3rd time to check their
(T. pauses the tape where necessary.) Feedback

T. has Sts. correct false sentences. 1. He wasn't worried. 4. His son knows well. 5.
The man didn't.
6. The man was having a headache and suggested
leaving the lesson.
- T. has Sts. listen and write the missing words. Feedback
- T. moves around to help if necessary. 1. invited 2. still 3. refused 4. excuse
5. anything
3. After you listen

Listen to the man's talk again. Then retell his - When did the man decide to take
story , beginning the story with the following computing . lessons ?
sentence: The story is about an old man who - Who became his computer teacher ?
doesn't know how to use the computer ... - l low did he feel after some lessons ?
These questions can help Ss do this task more Why ?
easily - What did he say to stop learning how to
use a computer ?

D. Homework • Prepare "Writing".

• Write a story about the old company * Evaluation
director's learning how to use a computer. Group work
T. lets Sts. listen again , then gives them some
questions to help them to retell the story.


Unit five Writing Time: 45 minutes
Period : 28
Date : Nov, 2006
1. Educational aim: To help students understand the use of a public telephone.
2. Knowledge:
- General knowledge: Students practise writing about instructions to use the remote control of some
electronic devices.
- Language: Connectors and imperative form of verbs from the instructions.
3. Skills: Writing a set of instructions on how to operate a TV with a remote control.
B. METHOD: Integrate, mainly communicative.
C. TEACHING AIDS: Pictures, real objects of a telephone card and a remote control.
Teacher's Activities Students' Activities
* Warm-up: 1. What are they?
Teacher shows a phone card and a remote control 2. What are they used for?
and asks students some questions: 3. have you ever used a public telephone?
4. Is it easy or difficult to use it?

II/ Pre-writing:
Task 1:
Activity 1: Brainstorming
List some words and expressions relating to the use
of the public telephone.

Activity 2:
- Read the following set of instructions on how to
use a public telephone. Suggestions:
T. asks some questions: lift the receiver - dial (v)
a) What do you need before making a - insert (v)
Books closed - Individual work.

Suggestions: - Pair work.

- have a hone card
public call? 1. A phone card and a remote control.
2. A phone card is used for making a public call
and a remote control for operating a TV. Group
b) How do you operate the telephone? work.
c) What telephone numbers should you know in
II/ While-writing: Write a set of instructions on how to operate a TV
Task 2: Find out the connectors and the imperative with a remote control. Use the picture and the
form of the verbs from the instructions. questions above as suggestions.
Task 3: Look at the TV and the remote control T. chooses some good writings and hangs them on
below and answer the questions. the board for the others to correct the mistakes.
Task 4: Practice writing

III/ Post-writing: - know the number you are calling. (Textbook)

T. gives suggestions and corrections. Homework: (Textbook) Pair work.
Write a set of instructions how to operate a TV - exchanging the answers among the pairs.
with a remote control in your Suggestion:
- Connectors: first, next, then, until.
- Imperative form of the verbs: lift, insert, press,
Group work.

- Suggestions
1) If we want to operate a TV with a remote - Sts prepare their writings in their group then
control, we have to make sure that the cord is present in the posters.
plugged in and the main is turned on. Suggestions
2) Press the power button. If you want to operate a TV with a remote control,
3) Press the programme button. you must make sure that the cord is plugged in
4) Press number l, 2, 3, 4... and the main is turned on. First press the power
5) Press the volume button up and down. button to turn on the TV. Next select the channel
6) Press the mute button. by pressing number 1, 2, 3... Then press
programme button to select the programme you
like. Finally, press the volume button up and down
to select the volume and if you want to turn oft,
press the power button again.
- Group work (groups of 4)

Unit 5: TECHNOLOGY AND YOU Language Focus

Period : 29
Date : Nov, 2006
1. Educational aim: Help students practice the vowel sound /u/ and /u:/ and review the present perfect
tense, present perfect passive and relative clauses.
2. Knowledge:
* General knowledge: students can master the uses of the present perfect tense in Active and Passive form
and the uses of relative clauses.
* Skills: reading, listening, writing and speaking.
* Teaching aids: pictures, posters, hand-outs, textbooks. * Method: Communicative approach.
* Procedure:
Teacher's Activities Students' Activities

I. Warm-up: a) foot look cook whole

l . Odd - one out : b) who dog food school
* Feedback: a) whole b) dog c) monitor d) but c) fruit June monitor afternoon
d) but put pull full

II. Pronunciation:
Task1: Listen and repeat (textbook, page 60) /u/:
put, foot, pull, look, full, cook.
/u:/: food, fruit, school, June, tooth, afternoon.
Task.2: Practice the sentences (textbook, page 60)

III. Grammar_. and vocabulary:

A. The Present Perfect and present Perfect Passive: - What has changed in the picture?
Presentation: - Class work
- Teacher draws a picture of a beach, a tree, a boat, 3 - Pick out the word whose underlined part is
birds and mountains. pronounced differently from the others.
- Teacher asks students to look at the picture - Listen to teacher and repeat in chorus.
carefully before they are asked to close their eyes. - Individual work
After a second, they are asked to open their eyes and - Look at the pictures and answer the question.
observe the picture again. (Teacher leaves out some
details in the picture and asks Ss:
- Teacher asks Ss:
+ What tense is used in the sentences?
+ Tell me the form and the use of this tense.
+ Tense: Present Perfect
+ Form: Active: HAVE/ HAS + P.P.
Passive: HAVE/ HAS + BEEN + P.P.
+ Use: to describe a past action with the result in
the present.
Task 1: Exercise I (textbook, page 60)
- Teacher asks Ss: "Who has opened the door
before Quang comes?"
1. the door is open. -> Tan has opened the door.
2. the TV is on. -> Tan/ He turned/ switched on the
3. the house is tidy. -> Tan/ He has tidied the A bird has flown away. The boat has disappeared.
house. - Individual work
4. the floor is clean. -> Tan/ He has cleaned the - Tan has opened the door.
floor. - Pair work
5. the lights are on. -> Tan/ He has turned/ - Build sentences after the model.
switched on the lights.
6. two bottles of water are laid on the table. -> Tan/
He has laid two bottles of water on the table.

Task 2: Activity 1: * Feedback:

- Teacher asks students to answer a question (in 1. A new hospital for children has been built in our
passive form) to give the model to students. city.
What has been done by Tan when Quang comes? - 2. Another man-made satellite has been sent up into
The door has been opened by Tan. space.
- Teacher asks students to change the sentences in 3. More and more trees have been cut down for
Exercise 1 into passive form. wood by farmers.
Activity 2: Exercise 2: (textbook, page 61) 4. Thousands of animals have been killed in the
forest fire.
5. About one hundred buildings and houses have
been destroyed in the earthquake.
6. More than 50 films have been showed in Hanoi
since June.
7. Their hands have been washed and dried on a
8. Another book has been read by the students.
9. Some ink has been spilt on the carpet.
10. She has been showed to do it.

B. Relative Clause
- Teacher shows a picture of a girl called Mary
sitting by the window and asks students to answer
some questions: + Who's the girl? -> The girl is
+ What is she doing? -> She is sitting by the
- Teacher asks students to combine 2 sentences
using Relative Clauses.
- Teacher reminds the uses of Relative Clauses. * Feedback: l. which 2. which 3. which
Task 3: (textbook, page 61) 4. who
Individual work
2. The TV has been on. 3. The house has been
4. The floor has been cleaned.
5. The lights have been on. - Pair work
6. Two bottles have been laid on the table.

- Look at the picture, answer the questions and make

the sentence: The girl who is sitting by the window - Individual work
is Mary

5. who 6. who 7. who (m)

8. which/ that 9. which 10. who

Task 4: Free practice (hand-outs) * Feedback:

Complete each sentence with the words given, using a. The exam has been cancelled by the teacher.
the present perfect. Put the verbs in the active or b. Paul has considered getting a job and earning
passive: a. The exam / cancel / the teacher. money.
b. Paul / consider / getting a job / earning money. c. c. Harry Porter has been translated into many
Harry Porter / translate / many languages. languages.
d. Animals /use / for medical research / hundreds of d. Animals have been used for medical research for
years. hundreds of years.

IV. Homework: Do exercises 1, 2, 3, 4 in Workbook.

- Work in pairs and then compare their answers with