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    3 views18 pages

    ED10 TB Unit 02 Anti

    Uploaded by

    Nguyễn Tuấn Khôi

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
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    VOCABULAR yeaa LEAD IN (FS, $-T) Ask students to keep their books closed Write digital inventions (e.g., desktop computer, smartphone, laser printer) on the board. Then ask students if they know when they were invented, Elicit ideas from students and have a brief class discussion, but do not confirm answers. Tell students that they will find out the answers later in the lesson. If you do not think you will have enough time, skip this activity Exercise 1 (FS, $-T) Ask students to turn to p.16 and look at Exercise 1. Give students 1 minute to choose the correct verbs, then check as a class. Then give them 1-2 minutes to complete the sentences make them true for them. CULTURE NOTES Web browsers are software programmes which allow users to find, access and view web pages. The most common browsers are: Edge and Internet Explorer from Microsoft, Google Chrome, Firefox from Mozilla, Safari from Apple and Opera Social media include websites and applications such as Facebook, Twitter, Instagram and Snapchat. They allow users to create their profiles and then share posts, photos and videos. Social media are also used for instant messaging to communicate with other people. Search engines, such as Google, Yahoo, Baidu and Bing, allow users to look for information on the Internet. After typing in key words, the relevant sites come up as alist. 20 Exercise 2 (S-S, TS, $-1) Refer students to the first question in the quiz. Go through the digital inventions in red with students. Look at the list on the board again and add the inventions that are in red in the quiz that have not already been put there. Then give students 2 minutes to do the Science and Technology Quiz. When they have finished, play the recording so that students listen and check their answers. Then ask if they are surprised. Elicit ideas from individual students with reasons why and have a brief class discussion Exercise 3 (FS, S-T) Give them 2 minutes to complete Exercise 3 with the compound nouns in red in the quiz. Then students listen and check their answers. Practise the compound nouns using choral drilling and individual repetition. ‘Ask concept checking questions to make sure students understand the meaning of the compound nouns in red in the quiz. Exercise 4 (TS, $-T) Tell students to read the five sentences in Exercise 1 and complete them with the correct scientists in the quiz in Exercise 2. When they have finished, play the recording (Part 2) so that students listen and check their answers Exercise 5 + (SS, ST, F5) Tell the students to work in pairs. Tell students to work in pairs to answer the questions. Go around the class to monitor and support. Then call on several students to share with the class. + For weaker students, teacher can prepare a list of uses that inventions in the quiz can have (e.g., search for information, update social media profile, go online, etc.), and ask students to match the inventions with their uses. Then choose one invention and talk about its use in pairs. Then give some feedback based on your notes. HOMEWORK Give students WB p.14 as homework. EET ovrz 2 follow 2 visit 4 dowloaded 5 posted 6 updates Exercise 2.2 1 astronomy and mathematics 2 physies and mathemati Exercise 2.3 | {Exercise 3 Exercise 4 2 biology 1F 3 keyboard 1 Marie Skledowsks-Curie iaeieesared eee ar 5 laser priser 2 lsane Newaon 5 computer sconce a 7 search engine 3 Alan Turng 10 web browser 4 Nicolaus Copernicus (CHER) N= Narrator P = Presenter Part 1 P: The first web browser - called Mosaic appeared in 1993, scon after the invention of the Internet, The first search engine was created in 1990. Itwas called Archie. The first laser printers were put on sale in 1977 ~a long time before personal computers and smartphones. The first desktop computer with keyboard and mouse was in 1984. The first smartphone was in 1994, It was made by IBM and it cost $899. And for the final bonus question - Apple Macintosh was the company that made the fist, computer with a mouse. Part 2 P: Nicolaus Copernicus was an astronomer and mathematician, He developed the theory that the Earth moves around the Sun. Isaac Newton was a physicist and mathematician. He did research into gravity, light and many areas of physics, maths {and astronomy. Charles Darwin was a biologist. He ‘observed nature, He took notes and measurements and collected specimens from around the world Marie Sktodowska-Curie was a physicist and chemist. She did experiments with radioactive materials and discovered polonium and radium. Alan Turing was a computer scientist. He invented the idea of a ‘Universal Machine’ or a computer in 1936 ‘And for a bonus question ~ it was Marie Sklodowska Cutie who won two Nobel prizes. 5 Charles Darwin Part 3 P: One is false, Einstein did not fal Mathematics at school, He was good at Maths, Two is true. An earthquake can make the Farth tum faster and therefore make the day a litle shorter. Three is false The two sides of the brain are connected and always work together. And for a bonus question ~ the answer 's 100 percent! Your whole brain is active at al times. cz 4 Marie Sklodowska-Curie was a physicist and chemist. She did experiments with radioactive materials and discovered polonium and radium, 2 Isaac Newton was a physicist and mathematician. He did research into gravity, light and many areas of physics, maths and astronomy. 3 ‘Alan Turing was a computer scientist. He invented the idea of a ‘Universal Machine’ or a computer in 1936. 4 Nicolaus Copernicus was an astronomer and mathematician, He developed the theory that the moves around the Sun, 5 Charles Darwin was a biologist. He observed nature. He ok notes and measurements and collected specimens rom around the world, rh 2 cel FNS yeaa LEAD IN (FS, $-S, 5-1) Ask students if they like reading and if they read printed books or e-books. See a show of hands. Then write Advantages and Disadvantages in two columns under each heading, Put students in groups of four and tell half of the groups to write as many advantages and disadvantages of printed books as they can and tell the other haif of the groups to write as many advantages and disadvantages of e-books as they can. Give them 2 minutes to do this. ‘When they are ready, elicit ideas and write them on the board Exercise 1 (S-S, TS, S-T) Refer students to Exercise 1. Check if students understand the meaning of the words E Ink and Eureka. Then give students 2 minutes to read the text and answer the questions and then 1 extra minute to check their answers in pairs before doing a class check. Then elicit the answers and check CULTURE NOTES Joseph Jacobson (b. 1965) is an American physicist who works as a researcher at MIT. He was named as one of the 100 most influential innovators under thirty-five in Technology Review for the work that led to the development of e-ink and technologies for e-books. The first e-reader came out in 2004 Popular e-readers include Kindle and Kobo. Charles Dickens (1812-1870) was an English writer and social critic. He created some of the most memorable characters in fiction and his books ate still popular today. David Copperfield was his eighth novel. S Exercise 2 (S-S, FS, S-T) Refer students to Exercise 2. Give them 1 minute to complete the examples in the 22 GRAMMAR FOCUS box and then 2 extra minutes to read the examples in pairs and discuss the rules. Then go through the GRAMMAR FOCUS with the class. Explain the rules for when to use which past form. Explain to students that the Past Continuous is used to describe an action which was happening at a particular time in the past and that we use the Past Simple and the Past Continuous together to show that a shorter activity happened while a longer activity was in progress. [me Use timelines to show the differences between the two tenses, 7 Exercise 3 (5-5, TS, 5-1) Refer students to Exercise 3. Give them 5 minutes to complete the beginning of the story. If students are confused, tell them that if the activity takes a long time, it will most likely be continuous. Students do the exercise individually and check in pairs before doing a class check Exercise 4 (5-5, TS, 5-1) Students do Exercise 4 individually Give them 3 minutes to complete the sentences and then 1 extra minute to check their answers in pairs before doing a class check. Then students tick the sentences that are true for them, Alternatively, this exercise could be done as an oral drill to involve everyone. Exercise 5 + (SS, S-T, TS) Put students in groups of three or four. Refer to Exercise 5. Encourage students to give full answers and additional information if possible. Model the activity * (SS, S-T, TS) Tell students to take turns to ask and answer. As students interact with each other, walk around taking notes of what you hear. Invite students to share what their partners said and then give some feedback based on your notes. HOMEWORK Give students WB p.15 as homework. 2.2 Siete Rowen) }—* 1 Read sbout E nk. Who was Joe Jacobson and why did he have a Eureka moment? In 97 Joe Jacobsen was Storing ws areseucer forthe Massachusetts Institutet Technology Exercise 1 Joe Jacobson wae a researc Because he finished his book ana wanted ‘nother one to read (O47). One sumer he aut Hewes ingore beachwhenhe finshed Fisted Uforuratey, ‘ramen, he mas nesan elton backhathe Col dewnladary tie he wantesand asin ect sunight. eos aurea moment. Hi vson |— 2 Read the GRAMMAR FOCUS, Complete the ‘sxamples uring the past forms of the verbo Pest Continsous aed Part Stor + You use Past Continuous to tall about Exercise 2 A wes working 2a ving 3 fished Tanger ections in progress at ene nthe pat in 1997, Joe Jacobeon ae recrchrfor ti + You often use Past Continuous with Pest Simple usualy when «shor ation {Pas Simple intorupted a longo” action Pea Conimuous, Het Can besch an re : Tis beck Past Continuous: wae / were ing «+ [hae working oe The wasn’ working ee 7 [Were you working? ae Exercise 4 ‘invented - was watching 2 uae going - found 3 was -was downloading 4 was reading heard 3 Complete the beginnings ofthe story using e+ hws ater sory righ ex mente ater my fates death. My moter wae ing (a alone bye re, wat or her baby tare She . 5 ead od Senden he ‘ ihe oie oid, Tee's Exercise 3 2 as feeling head Sealed S replied Gwent opened serene a the doa, Pega my mother . (cl. ois Pogoaty was her Seva and ber ny el ed. go ard se Peggy rep Se oo na Tepe) he coor. 14 Complate euch sentence with the cocect verb forme ofthe verb 4 Shen Nong inven i Techy he servants bol water 2 When ‘g9} ening | a There be someting wrong wth the dewap compater when | \Gownload the new somuare 4 He trae a laconic book shane. (pest loud noe ‘5 MEMORY CHALLENGE. Work n groups Complete the folowing questions where necessny. Auk ach other 1 ha vr you doing a7 00 om. 2 Waters you wearing when you fest / 23 LISTENING yeaa LEAD IN (FS, $-T) Book closed. Elicit from students the names of some scientists they know and the area each scientist specializes in. Write these names on the board Exercise 1 + (FS, $-1) Tell students to cover Exercise 1 and look at the photos. Ask students how they would describe each photo using just one word. Elicit words from different students and write them on the board + (FS, $-T) Ask students to turn to p.19 and look at Exercise 1. Give them 1 minute to label the photos with the words in the box. Then play the recording so that students listen and check their answers. Make sure they understand the meaning of all the words. Practise the words using choral drilling and individual repetition. Ask students if any of the words in the box are on the board Exercise 2 (8-5, TS, 5-1) Students do Exercise 2 individually. Give them 2 minutes to complete the job descriptions. Then students listen and check their answers. Practise the jobs using choral drilling and individual repetition. Then ask students they know anybody who does any of these jobs. Give them 1 minute to talk about these people with a partner. When they have finished, invite different students to share what their partners said. TIP, Elicit the meaning of suffix. Write -ist on the board and say that it is one of the most common suffixes for nouns that describe people (geologist, ecologist, etc). Then elicit similar suffixes and put them on the board (-er, cr, -an) giving examples (teacher, director, musician). 24 Exercise 3 (TS, S-T) Refer students to Exercise 3. Tell students that they wil listen to five speakers talking about why they became scientists. Ask them to decide which job in Exercise 2 each person does. Play the recording, then check. Alternatively, this exercise could be done in the follow-up lesson. Exercise 4 (5-5, TS, 5-1) Students do Exercise 4 individually, Ask them to read the list A-F so that they know what they are listening out for. Check if there are any words that students do not know. Then play the recording again, Ask students to check their answers in pairs before doing a class check. Elicit the answers and the extra statement and check Exercise 5 Put students into groups of four. Students choose cone job in Exercise 3. They discuss why they want to do the job. Encourage students to use the expressions in the definition of each job mentioned earlier. Model with one job: "I want to be a biologist because | want to study the plants and animals and how organs work Exercise 6 (S-S, TS, $-1) Students do Exercise 6 individually. Give them 1-2 minutes to complete the table. Then students listen and check their answers. The class repeat the words from the recording using choral drilling. Then check pronunciation individually. Make sure to check spelling before asking students to underline the main stress in each word. Do a quick class check. Exercise 7 (S-5) Refer students to Exercise 7. Read the example with the class, Then put students in pairs and give them 1-2 minutes to practise the words in Exercise 6. Monitor and support if necessary. Alternatively, this exercise could be done in the follow-up lesson. HOMEWORK Give students WB p.16 as homework. Matching can identify ey detain single {2 1 GEED Label the photos with the word in the box. Thon listen, check and repeat (swat, sth, Demntiler] Exercise 1 Aacchaeoiogy B geology linguistics D conservation E marine biology F paycholosy J—* 2 GEED comple {he obs nthe box The inten check end repent [Ati A Amuinebisogit piv Exercise 2 1 sedis and ten pels lt TAlinguitt aeasee 2Aconsenationit | 2 stdin way ofpotecing he pS aeee 2 din ocks and seit of 4 Apaychologit ote SArarhasologit | 4 sds hon propa behave and EAmarnebictogia [Few ar minde wok s eis people who ved Tamara lye a0 3 HED Listen to fe pe 4 CHED Liston again, Match speakers 1-5 wrth eatement AE There roe ora Speaker ( Speaker? Speer 3: Exercise 4 Speaker Speaker 1:8 Speakers Speaker 2:F A nancioundetinhow ony hidhocd | Speaker3: A ict onestahenowr ees 2 Tito on shing Hon machines cn covmeniene Speaker 5: I want to eplreaceme and pater the © Vm mtereredn stung or pohitorie Tanto sty the evolution fo plane. pollens ” ‘5 Workin groups. Which jobs in Exercise 2 You wan odo the fture? Why oo? $ CEED Complete the table. Then ston, @—} Shek nd ropese Underina te set in Tercheegoay asa 2 rays 2 consnton era Aoroegy Zanabsis 5 rou 2 consecuaoniat ‘ poehiogs pans 7 Prati the words in Exarcie Gasinthe | 5 linguisics SSioletcion Po atnsantotbewerd | elo Barhaesogy ” ¢ Nobody’ surprised that scl languages —my ater engin wacker and ny mothers'svasaor thigh sthool my best subjects were Soanih and German, et stated (uno more aba the nature of language 3nd

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