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UNIT 10: communication

I /Aims :
1. Knowledge: By the end of the lesson, students should be able to:
By the end of this unit, students can:
* pronounce the words ending in –ity and – itive correctly in isolation and in
context.
* use lexical items related to the topic ‘Communication’
* use some verbs that are followed by to –infinitive, tenses.
2. Skills
- By the end of the unit, Ss will be able to:
Speaking
* talk about communication now and in the future.
Listening
* listen for general and specific information about netiquette.
Reading
* read for general and specific information about communication in the future.
Writing
* write an email using netiquette.
II. Methods: Introduce the lessons, lead in the new lesson. Students practice in
pairs( close pairs and open pairs), discuss in groups.
III.Teaching aids: English book 8, CD audio player, pictures, sub- board.
IV. Anticipated problems:
- Some students may make mistakes when using some verbs that are followed
by to –infinitive.
V. Procedure.

UNIT 10: communication

PERIOD 83: lesson 1: Getting started

I/ Objectives:
1. Educational aim: - Introduce the topic of the unit.
2. Knowledge
- Vocabulary: lexical items related to the topic “ Communication”
- Grammar: Review: use the future continuous and verbs that are followed by to –
infinitive, tenses.
- Talking about communication now and in the future
- Using netiquette when communicating online.
3. Skills: L, S, R, W.
II/ Teaching aids:

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- T: lesson plan, visual pictures

- Ss: vocabularies related to “ Communication”.
III/ Procedures :

Steps and Learning activities Language focus Models

time
A. Warm – Introduction The past perfect +whole
up.( 5’) Before starting this unit, T does a quick learn in Unit 9 class.
whole - class activity to review the past
perfect learn in Unit 9. For example, T
can write two sentences on the board and
ask Ss to change them into one sentence
using past perfect.
I missed the school bus. I was annoyed.
(I was annoyed, as I had missed the
school bus./ I had missed the school bus
so I was annoyed.)
B. Getting Now start the new lesson. T can prepare
started( 10’) one of these lead – ins for this unit. Vocabularies Whole
*. Prepare two photos: one of people related to class
talking to each other face – to – face “Communicatio
using verbal language, gestures, facial n forms and Individual
expressions, body language ect, and one communication Pair work
of people communicating with animals. technology”
Ask Ss to guess the topic of this unit.
Once Ss have got the answer, ask them
to work in pairs to list down as many
ideas as they can about how people Individual
communicate.
*. Bring a mobile phone into the class.
Elicit the phone’s functions from Ss and
write them on the board. Then discuss
with Ss which functions are helpful for Individual
communicating, and which functions are Pair work
not. Ask Ss to explain their choice.
1. Listen and read.
Ask Ss to open their books and look at
the pictures but cover the text. Introduce
Phuc and Nick talking on…; the phone
and the other pictures of Phuc, mai, and
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Nick. Brainstorm questions with Ss and

write then on the board. Questions may
include:
What do you think Phuc and Nick
are talking about on the phone? Vocabularies
Where are Mai and Phuc in the related to
first picture? “ Individual
What are they doing there? Communication”
Where is Nick in the second
picture? What is he doing there? *Vocabulary Pair work
What is it in the third picture? 1 wait for ages
What does it mean? 2. Show up
What is a possible connection 2. Show up
between picture 1, 2 and 3? 3. Get through
Accept all possible answers from Ss. 4. “My battery
Remember not to give correction at this was flat.”
stage. 5. “Are you
For a more able class and if time allows, kidding”.
ask Ss to work in pairs to build a story 6. “We can try
based on the pictures. Have Ss report again.” Individual
their stories. Accept all versions.
Tell Ss they are going to listen to the
conversation between Phuc and Nick.
Play the recording. Elicit the connection
between the pictures. Were their earlier
guesses correct?
C. Doing a Find words or phrases in the * Grammar:
( 22’) conversation that mean: Review: use the
Tell Ss they can uncover the text. Play future continous Pair work
the recording again. Have Ss work tense to express
individually then in pairs to find the being in the
words/ phrases. process of doing
Key: st at a specific
1 wait for ages 2. Show up time in the
3. Get through future.
4. “My battery was flat.”
5. “Are you kidding”.
6. “We can try again.” Individual
b Decide if the statements are true (T)
or (F). Pair work
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Have Ss work individually then in pairs

to compare answers with each other.
Correct the task as a class and encourage
Ss to explain for both T and F options.
Key:
1. T 2. T
3.F (Nick was waiting outside the wrong
cinema.)
4. T 5. T 6. T
c Why couldn’t Phuc, Mai, and Nick Individual
see the fim together as was their plan?
What was the problem? Was it only Whole
because of Nick’s mobile phone? class
Ask Ss to work in groups of three or four
and discuss the questions. For a more
able class, ask the groups to play the
roles of Phuc, Mai, and Nick. What
would they do if they were them?
Key:
They couldn’t see the film together
because Nick went to the wrong cinema.
They didn’t communicate clearly the
name and address of the cinema
beforehand. Then they were not able to Group
contact each other because the battery of work
Nick’s mobile phone was flat.
2 Match the words/ phrases with the * Vocabularies
photos about ways of communication. Pair work
Then listen to check your answers. 1. having a video
Ss work in pairs to complete this task. conference
After they have finished, go through 2. Emailing
each item as a whole class. Ask Ss to 3. Video chatting
further explain the meaning of the 4. Meeting face-
words/ phrases in the box, and/ or how to-face
they work. Allow Ss to use Vietnamese 5. using social
if necessary. media
Key: 6.Using
1. having a video conference telepathy
2. Emailing 3. Video chatting 7.Sending letters
4. Meeting face-to-face (snail mail)
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5. using social media

6. Using telepathy
7. Sending letters (snail mail)
If there is time, ask Ss to work in pairs to
tell each other if they have ever used
these ways of communication.
3. Fill the gaps with the correct from Pair work
of the words/ phrases from the box in Look out!
2. These noun can
Draw Ss’ attention to the words/ phrases be used as verbs:
from the word box in 2 again. Tell them email- to email;
to do this task by first underlining the emailing.
cues in each item. Also remind Ss to conference – to
consider the part of speech of the conference;
missing words (where applicable). conferencing
Explain the Look out! box.
Key:
1. Using social media 2. meet face –
to face 3. email; sending letters/ snail
mail
4. Using telepathy 5. video
chatting 6. have a video conference
D.Performi- 4. GAME Group
ng (5’) In groups, brainstorm all the different work
ways you have communicated so far
today. The person with the most ideas
in the winner.
Ss work in groups. Set a time limit and
ask Ss to write down as many different
ways they have communicated so far
today as they can. The person with the
most ideas is the winner.
Alternative, this can be a competition
between groups where they collect
information from each member and
collate it to find the winning group with
the most communication ways.
E.Home- Whole
work(3’) - Learn by heart vocabulary & grammar. class
Do exercises……in workbook.
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UNIT 10: COMMUNICATION.

PERIOD 84: lesson 2: a closer look 1

.
I/ Objectives:
1. Educational aim: - Practice the vocabulary and pronunciation of the unit 10.
Communication forms and communication technology
Stress in words ending in –ity and –itive
2. Knowledge and skills:
- Vocabulary: Form of communication: Verbal meeting F2F, Non- verbal using
signs, multimedia texting.
- Pronunciation:
- Stress in words ending in – ity and – itive.
II/ Teaching aids:
- Lesson plan, visual pictures , aids
III/ Procedures :

Steps and Learning activities Language Models

time focus
A. Warm Ask ss to tell about some kinds of
– up.( 5’) communication they often use. +whole
B.Vocab 1. Choose words/ phrases from the box to The words class
u- describe the photos about other ways of related to

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lary(25’) communication. communicatio

Ss work individually first then in pairs. n: individual
Encourage them to describe how the 1. using music pair work
communication happens in each picture. 2. using signs
For a more able class, ask Ss to describe how 3. leaving a
each way of communication is different from note
the others. 4 painting a
Key: picture
2. Communication technology. Match the 5.
words with the definitions. communicatio Whole
If it is possible, prepare some photos of the n non- class/
technology mentioned. If you have a computer verbally with individuals.
connected to the Internet in the classroom, go animals
online and show Ss an example of how these 6. using codes
communication channels work, especially a chat 7. sending
room and a message board. flowers
Some useful websites (for learning and 8. using body
teaching English): language
Chat room:
http:// www. englishclub.com/esl-chat/ The words
http:// www. tolearnenglish.com/chat.php related to Individuals
http:// www. learnenglish.de/englishchat.html communicatio
message board: n technology:
http:// www. bbc.co.uk/dna/mble/home - chat room
http:// - multimedia
forum.wordreference.com/forumdisplay.php? - landline
f=6 phone
http:// www. usingenglish.com/forum/forums/3- - smart phone
learning – English - message
Ss then work individually or in pairs to board.
complete the exercise. Similar to exercise 1,
after giving corrections, T can share with Ss
some of their own experiences of using these
technologies. Individual
Key: Pair work
1. d 2. e 3. b 4. c 5. a
3. Complete the diagram with the
communication examples you have learn so Forms of
far. Some can be put in more than one communicatio
category. Can you add more ideas? n:
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This task can be done in groups where Ss - Verbal

discuss and write down their ideas. Encourage meeting F2F
Ss to think of all communication forms they - Non- verbal Group
have learnt, or the ones they know, and put them using signs work
in the correct categories. - Multimedia
4. Debate. Choose one or more pairs of ways texting
of communicating. Which one is better?
Why?
T can arrange a debate where two teams
complete with each other. Each team is assigned Pair work
one from of communication. The rest of the Individual
class will be the audience. The two competing
teams have to try every way possible to
convince the audience their communication
from is better. Then the audience will decide
which team is the winner.
For a less able class where debating might be
too challenging, this can be done as pair work.
Ss discuss each of the communication pairs and
decide which one is better. Tell Ss they will
need to think about both the advantages and the
disadvantages. Back as a class, elicit some pairs
of Ss, or ask for a show of hands about which
mode of communication is better. Then elicit
why.
Pronunciation
Stress in words ending in -ity and -itive
For words ending - ity and - itive, place the Words Individual
stress on the syllable before the suffix. ending in -ity
C.Pronu- Stress in words ending in-ity and –itive and -itive
nciation. Ask Ss to cover the pronunciation box. Write REMEMBER
(10’) the words ‘opportunity’ and ‘positive’ on the For the
board. Ask Ss to read them aloud and try to words ending
identify which syllable is stressed. Find two in – ity and –
more words ending with the suffixes –ity and – itive, place
itive. Ask Ss to say them aloud. Then elicit the the stress on Whole
pronunciation rule with tha class. Have Ss read the syllable class
the pronunciation box and check if their rule is before the
correct. suffic.
5. Mark the stress for the following words,
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then listen and repeat. 1.

Ss work individually then in pairs to compare com'petitive Whole
their answers. Tell Ss to mark the word stress. 2. in’finitive class
Play the recording and have Ss check the 3.
answers. Have Ss practice these words. re’petitive individual
Key: 4.
6. Fill the gaps with the words in 5 and ‘positive
practice saying the sentences. Then listen and 5. a’bility
check. 6.
Ss work individually then compare the answers possi’bility
with their partners. Play the recording for Ss to 7.
check. Allow them plenty of time to practice curi’osity
these sentences with correct stress. 8.
Key: natio’nality
1. nationality 2. repetitive 4. individual
possibility 5. Ability
Audio script:
1. What’s his nationality? – He’s Japanese.
2. Try not to use this word too often otherwise
your text will become repetitive.
3. Sport can be either competitive or non –
competitive.
4. There’s a good possibility that they will win.
5. Her dancing ability is impressive!
If time allows, ask Ss to make their own
sentences with these words and read them aloud
to their partners.
- Learn new words by heart.
- Practice pronounce words ending in – logy and
- graphy
D.
Homewo-
rk.(5’)

Whole
class
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UNIT 10: COMMUNICATION.

PERIOD 85: lesson 3: A CLOSERLOOK 2

I/ Objectives:
1. Educational aim: By the end of the lesson, ss will be able to know how to use
the grammar points correctly.
2. Knowledge:
- Vocabulary: words related to the topic
- Grammar: Future continuous tense, Verb + to- infinitive.
3. Skills: Speaking, reading and writing
II/ Teaching aids:
- T: lesson plan, visual pictures
- Ss: study the lesson in advance.
III/ Procedures :
Steps and time Learning activities Language focus Models
A. Warm – - T asks Ss tell something +whole
up( 5’): they’ve known about class.
B. communication technology. Individual
Grammar(35’ Grammar Grammar
) The future continuous: points:
review the future
1. Listen again to part of the continuous
conversation in GETTING tense
STARTED. Underline the * The use:
future continuous tense and We use the
answer the questions. future
Review continuous tense
We use the future to express being
continuous tense to express in the process of
being in the process of doing doing something Individual
something at a specific time at a specific time Pair work
in the future. in the future.
Remind Ss of the story in * Forms:
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GETTING STARTED: how (+) Positive

Phuc, Mai and Nick planned Subject
to see a film together but Nick + will be + V-ing
went to the wrong cinema and (-) Negative
they were not able to contact Subject
each other. Ask Ss what Phuc + won’t be + V-
and Nick decide on the phone ing
about how they would try it (?) Questions:
again this Sunday afternoon. Will +
Write ‘2.30.p.m. show’ and subject + be + V-
‘4.15.pm. show’ on the board. ing?
Ask Ss if they remember
which show Phuc and Nick * Short answers
chose and why. to Yes/ No
Play the recording and ask Ss questions:
to answer the two questions. (+) Yes,
Key: subject +
1. He will be having his will.
Vietnamese class (-) No,
2. They will be watching a subject +
film at the cinema. won’t.
Then draw Ss’ attention to the Ex:
Review box. Write different Tonight at 8.30 +whole
C. times of the day on the board p.m Mai will be class.
Performing. (e.g. 7 a.m., 10 a.m., 12 p.m., watching TV at Individual
ect.) and ask Ss to work in home.
pairs to tell each other what
they will be doing at these Note: A specific
times tomorrow. time is often
2. Complete the sentences included when
with the future continuous. using the future
Draw Ss’ attention to the continuous tense.
Look out! box. Then ask them
to underline the specific time
expression in each item. Ss
work individually then on
pairs to compare their
answers.
Key: Group
1. will he still be sleeping; will Verbs + to- work.
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be studying 4. Will she infinitive Individual

be staying; will be writing If we want to
2. will be having follow a verb
5. Will be with another
playing action, we must
3. will be eating use either a
6. Will be gerund or an
learning infinitive.
3. Look at the years Ex: They want to
provided. Work in groups see Superman
to predict when the this Sunday.
following may happen in the
future. Then compare your Some common Whole
answers with other groups. verbs followed class
Have Ss work in groups to by to- infinitive:
decide which year to put in the - want, try, need,
gaps. Then go through each choose. Decide, Individual
sentence with Ss, asking each love….. Pair work
group to call out their choice.
If there is any difference in the Note: some verbs
answers among the groups, such as love,
ask them for an explanation hate, prefer can
for their particular choice. be followed by
Verb + to – infinitive both a gerund
4. Look at the conversation and to -infinitive.
in GETTING STARTED +whole
again and write down all the class.
verbs that are followed by to
– infinitive that you can find.
Verb + to – infinitive
If we want to follow a verb
with another action, we must
use either a gerund (Unit 1)
or an infinitive.
Ss work individually to
complete the task. Write on
the board: Individual
I also wanted to call you
want to do something. Pair work
Ask some volunteers to write
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the rest on the board in a

similar way.
D. Wrap- up Tell Ss to look at the watch Pair work.
(5’) out! box.
Provide the list of common
verbs followed by to -
infinitive. Ask Ss if they know
any other verbs that are
followed by to – infinitive.
Remind Ss that some verbs
such as love, hate, prefer can
be followed by both a gerund
and to -infinitive.
If time allows, ask Ss to
practice marking sentences
with these verbs.
5. Choose the best answer.
Ss work individually then in
pairs to compare their answers
Key:
1. c 2. b 3. a Whole
E. Home 4. c 5. a class.
assignment(3’) 6. The Dream List. Imagine
we are in the year 2050.
Work in pairs and select
three ways of
communication that you
think will be most common.
Then make the list longer by
sharing your ideas with
another pair using full
sentences.
Remind Ss of the different
ways f communicating from
the beginning of the unit.
Draw their attention to the
time expression (year 2050)
and ask them which verb tense
should be used. Give an
example if necessary. Then Ss
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work in pairs and share their

ideas with other pairs to make
a “Dream List”. If it is
possible, this task can be done
as a mingle activity where one
pair has to talk to at least three
other pairs. Remind them to
use full sentences.
If time does not allow, T can
choose either activity 6 or 7
for Ss to do.
Ex 3, 4, 5 - Workbook
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UNIT 10: COMMUNICATION.

PERIOD 86: lesson 4: COMMUNICATION

.
I/ Objectives:
1. Educational aim:
By the end of the lesson, ss will have some general knowledge of communication.
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2. Knowledge:
- Vocabulary: extra words related to the topic.
- Grammar:
3. Skills:
- Speaking, reading and writing.
II/ Teaching aids:
- Lesson plan, visual pictures, text book.
III/ Procedures :
Steps and Learning activities Language focus Models
time
A. Warm – YOUR VIEWS On kinds of COMMUNICA whole
up( 5’): communication. TION. class.
B. Communication breakdown
Communica Extra vocabulary
tion Introduction - Vocabulary:
(25’) First have Ss guess what they think - Language Whole
communication breakdown means. Refer barrier: When class
to the Look out! box. Remind Ss of what people can’t Individual
happened in the text in GETTING communicate
STARTED. Ask Ss why they think this because they
communication breakdown happened and don’t talk the
how to avoid it. T can share with Ss an same language.
experience of communication breakdown - cultural
that T has had. difference:
Then go through the Extra vocabulary -
box with Ss. Give examples to future communication
explain each word where needed. channel Whole
1. Match the following possible reasons - shrug class
for communication breakdown with the (shoulders) Pair work
examples. Can you add in some more to raise your
shoulders and then
reasons and examples? drop them to show
Do the first item with Ss. Then Ss work in that you do not
pairs to complete this task. Once they have know or care about
finished, encourage them to add in some sth
more reasons and examples. - glance(n, v): a
Key: quik look/ to
1. A 2. B 3C 4. C look quikly at
5. A 6. B st/sb.
2. If you don’t understand body Look out!
language, communication breakdown Communication

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may happen. Match the body language breakdown +whole

with the meaning. Add more examples means a lack of class,
if you can. communication individual.
Elicit from Ss what body language is. or a failure to
Explain that understanding body language exchange
can help people avoid communication information.
breakdown. T may give an example and
ask Ss to guess what trying to say.
Ask Ss to cover the text and just to look at
the pictures. In pairs Ss work out the
messages from the pictures. Then Ss can
uncover the text and do the matching. Work in
Confirm the correct answers. person
If time allows, ask Ss if they have ever
used these body communication ways
before. Ask them to add more examples
and demonstrate these for the class to
guess their meaning.
Key:
1. c 2. A 3. e 4. b
5. d
3. Using abbreviations for online Abbreviations
chatting and texting is not always easy for online
to understand. Can you decode the chatting and
following sentences written in texting/ texting:
chatting style without looking at the
cues? 1. Where r u?
Write on the board some of the language We r @ Lotte on
for online communication learnt in Unit 1 2/F. Whole
and ask Ss if they can read them in the full 2. I’ll b 5 mins class
form. Explain that using abbreviations for late. CUS.
online chatting and texting is not always 3 Wanna c a
easy to understand. Ss then work in pairs movie this wkd?
to complete this task. 4. Pls call me
If time allows, ask Ss to add more online rite bck. Thx.
communication shorthand that they know 5. Hi! Wox r u
and write a short message to their partner doin 2nite?
using this language. 6. Did u c it:
Key: LOL.
1. Where are you? We are at Lotte on the Whole
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second floor. class

2. I’ll be 5 minutes late. See you soon.
3 Do you want to see a movie this
weekend?
4 Please call me right back. Thanks.
5. Hi! What are you doing tonight?
6. Did you see it? Laugh out loud!
C. 4. Ideas Bank. Work in groups. For Group
Performing each communication breakdown work
(10’) mentioned in 1, think of a future Pair work.
technology idea that will help avoid it.
Share your ideas with the class.
Ss work in groups to make their group’s
ideas Bank by discussing a technology
solution that will help people avoid the
communication breakdown mentioned in
1. The groups then make a short
D. Home presentation of their ideas to share with
assignment the class to make a big ideas Bank. Whole
(3’) - Do exercises: … in the work book. class
- Be ready for the next lesson.

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UNIT 10: COMMUNICATION.

PERIOD 87: lesson 5: SKILL 1

I) Objectives :
1. Educational aim : - Read for general and specific information about
communication in the future.
- Talk about communication in the future.
2. Knowledge:
- Vocabulary : in real time, interact, three - dimensional images, cyber world,
network
- Grammatical structures :
II) Teaching aids : Text books, cassette, chalk, pictures and some boards.
III) Procedure :
Steps & ttime Learning activities Language Models
focus
A. Warm up - Before Ss open their books, ask the class work
( 5’) question: ‘What can we do to avoid
communication breakdown?’
- What do you think of communication in
the future?
- See if any Ss can come up with some
ideas.
- Make notes on the board.
- As an option, this could be done in individually
Vietnamese with T showing how to
express these ideas in English.
- Now have Ss open their books.
Reading
B. Reading 1. Look at the letters the children from
Viet Nam and Sweden sent to each other 1.
in a penfriend project. Why do you immediately, individually
think they chose this way to without
communicate with each other? delay: in real
Ask Ss when was the last time they sent time
somebody a real letter, to whom, and on 2. to
what occasion. Then ask Ss to look at the communicat
photos. Explain that these are the letters Ss e with or
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from two schools in Viet Nam and Sweden react to:

sent to each other in a pen friend project. interact
Ask Ss to brainstorm the reasons why they 3. the
think these Ss chose this way to opposite of a
communicate with each other. flat image:
Then ask Ss what they think is happening three-
in the two other photos in the text. dimensional
2. Read the text. images
COMMUNICATION IN THE FUTURE: 4. the digital
WHAT IS THERE FOR US? world: cyber individually
Look at the highlighted words and world
match them with their meanings. 5. a system
Ss read the text quickly for the first time. of connected
Ask them to pay attention to the parts to share
highlighted words and do the matching information: pair work
task. network
Key:
1. in real time 2. interact 3. three -
dimensional images 4. cyber world
5. network
3. Answer the following questions. Pair work
Ss try to find the answers individually first
then compare the answers in pairs. Once
they have agreed on the answers they can
practice asking and answers with each
other.
Key:
1. They love to write and real letters. One
student likes to send sweets with the letters
as well.
2. They are telepathy and holography.
Telepathy uses a device in our head to
communicate by thought over the network.
Holography gives three-dimensional
images and we will be able to interact with
each other in real time.
3. She prefers to use real, face-to-face Group
communication because she thinks this work
makes life more interesting.
C. Speaking Speaking
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4. In small groups, decide whether you

agree with the author of this text. Why/
why not? Share your ideas with the
class.
First ask Ss where in the text the author’s
opinion is expressed. Then they work in
pairs or small groups to tell each is they
agree with the author’s opinion or not, and
explain why. Then call on some pairs/
D. Performing groups to share what they have discussed.
5. Class survey. What ways of Group
communication do you use for the work
following purposes now and what will
they be in the year 2030?
This can be done as a mingle activity
where Ss stand up and talk to different
classmates to complete the survey.
Otherwise, Ss can do it in groups of five or
six where each member completes the
survey himself/ herself and shares it with Whole
the group. The group leader will then class
report to the class either the ways of
communication that are most mentioned or
E. Homework the ways of communication that the group
likes best.
Write the Ex4 in notebooks
*Feedback:
………………………………………………………………………………………
………………………………………………………………………………………
….

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UNIT 10: COMMUNICATION.

PERIOD 88: lesson 6: SKILL 2

I) Objectives :
1. Educational aim : By the end of the lesson, Ss will be able:
- Listen for specific information about netiquette.
- Write an email using netiquette.
- Vocabulary : words related to the topic.
- Grammatical structures lexical items related to the topic.
II) Teaching aids : Text books, cassette, chalk, visual pictures and some boards.
III) Procedure :
Steps & Learning activities Language Models
ttime focus
A. Warm Ask Ss to tell about communication in the future. class work
up ( 5’)
B. Listening
Listening Netiquette the rules of
1. Look at the way this message is posted on an correct or
e – learning message board. Can you find any polite
problems with it? behavior
Ask Ss to look at the message board. Ask them among people
who posted the message and who they think the using the
massage is for. Ask them to try to identify what Internet pair work
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problems in terms of communication politeness

they think the message has. COPS
2. Listen to this interview between a 4 Teen LOCK: a
magazine reporter and Dr Minh Vu about function that individually
netiquette and answer the questions. turns all
Write on the board ‘netiquette’ and ask Ss what letters into
they think it means. Explain they are going to capital form.
listen to a researcher talking about the way we
communicate online. Explain CAPSLOCK in the
box if necessary.
Have Ss look at the questions first. Encourage
them to give some answers. Then play the
recording. Ss work individually then in pairs to
compare their answers.
Key:
1. The word is a combination of ‘net’ and
‘etiquette’. It’s a set of rules for behaving
properly online.
2. Don’t say and do unpleasant things online, just
like in real life.
3. It’s how we communicate with each other
online.
3. Listen again to the interview and complete
the following grid.
Before playing the recording again, first ask Ss to pair work
look at the grid and try to complete it with as
much information from the recording as they can
remember. Elicit the answers from Ss. If their
answers are correct, move to the next activity. 1. Use CAPS
Otherwise, play the recording again. LOCK in
Key: email, posts,
Should Shouldn’t Why/ why not and comments
1. Use CAPS LOCK in email, posts, and v It
comments v It looks like are shouting at looks like are
people shouting at
2. Check your email for mistakes or errors v people
It shows respect for your reader. 2. Check your
3. Use a lot of shorthand email for
v This may confuse your reader. mistakes or
4. Respect discussion rules and use polite errors v
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language v People may not know who It shows

you are but respect for
you’ve judged by your reader.
the quality of your writing 3. Use a lot of
Audio script: shorthand
Reporter: Dr Minh Vu, what exactly is v
‘netipuette’? This may
Dr Minh Vu: The word is a combination of ‘net’ confuse your
and ‘etiquette’. It’s a set of rules for behaving reader.
properly online. 4. Respect
Reporter: Could you tell us the main rule of discussion
netiquette? rules and use
Dr Minh Vu: Remember that the people we’re polite
communicating with online are real people. Don’t language v
say and do unpleasant things online, People
just like in real life. may not know
Reporter: But sometimes perhaps it’s not who you are
what we communicate, but how we but
communicate…?
Dr Minh Vu: Absolutely. For example, if you you’ve
write emails, or post comments using caps lock, judged by the
this means you are shouting at quality of
people! your writing
Reporter: Of course it’s not polite at all. What
else should we do when sending emails?
Dr Minh Vu: Check your message for spelling
mistakes before you send it. It shows respect
towards
the other person. Don’t use too much
shorthand. This may confuse your reader. group work
Reporter: How about behavior in chat rooms
and on message board?
Dr Minh Vu: Follow discussion rules. Use polite
language. People may not know who you are
but you’ve judged by the quality of
your writing. Pair work
4. Look at the message in 1. Work with a
partner to improve it with the netiquette you
have learnt so far.
Ss work in pairs to complete this task. You may REMEMBER:
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call two or three pairs to write their versions of - Always

the message on the board and the class votes for check that
C. Writing the best one. you’ve individual
Writing completed the
Writing an email using netiquette. Subject line
Draw Ss’ attention to the REMEMBER! box. If and/ or have
possible, illustrate each of the bullet points included the
mentioned by an example you find from the attachment.
Internet, or those that you create yourself. - An email to
5. Put the following parts in their correct place a senior
to make an email. person should
Key: 1. c 2. f 3. e 4. b be more
D. 5. a 6. d formal than to Individual
Performing 6. Write a short email to your teacher to a friend.
submit your group homework for this week. - Keep the
Check if you have used the netiquette learnt. message short
First Ss work in groups to discuss what and accurate.
information they would include in the mail. They - Always
may look at the email in 5 for ideas. Then Ss check your
work individually on this task. Ask them to pay work for
attention to the netiquette they have learnt. When mistakes.
Ss have finished, they swap the writing with their
partner to check before handing it in to T. For a
more able class, T may ask Ss to try the
following tasks as homework (Ss may look at 4
for more ideas): Write a short post on your class
message board to ask how many words the final
essay should be.
E. Write a short post on a message board to help
Homework somebody answer the question what does Whole
communication breakdown mean? class
- Write the news report in the notebooks.
*Feedback:
………………………………………………………………………………………
………………………………………………………………………………………
….

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UNIT 10: COMMUNICATION.

PERIOD 89: lesson 7: looking back and project.

.
I) Objectives :
1. Educational aim : By the end of the lesson, Ss will be able:
- Use the words to talk about communication.
- Use the words and phrases to complete the sentences.
2. Knowledge:
- Vocabulary : words related the topic.
- Grammatical structures lexical items related the topic.
II) Teaching aids : Text books, cassette, chalk, visual pictures and some boards.
III) Procedure :

Steps & Learning activities Language Models

ttime focus
A. Warm LOOKING BACK class work
up ( 5’) Encourage Ss not to refer back to the unit. Ask
them to keep a record of their answers to each
exercise so that they can use that information to
complete the self – assessment box at the unit.
B. Looking Vocabulary
back 1. Complete the sentences using the cues
provided. 1. body
Ask Ss to complete the sentences by using the language individually
support from the picture, the letter cues, and the 2.
meaning of the sentences. They work Multimedia
individually first and then compare with a 3. Face - to pair work
partner. - face
Key: 4. cultural
1. body language 2. Multimedia differences
3. Face - to - face 5.
4. cultural differences 5. Telepathy Telepathy
6. Netiquette 6.
2. Write the following text messages/ chat Netiquette
lines in shorthand form. individually
Challenge Ss to try this task without looking
back at COMMUNICATION. Have two or pair work
three Ss write their answers on the board 1. Thx 4 ur

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Key: gift
1. Thx 4 ur gift 2. BTW, what r u 2.
doing this wkd? BTW, wot
3. Pls call me write now 4. LOL! 5. C r u doin
U 2nite. this wkd?
3. Have you ever used music, art, codes, signs 3. Pls call
or any non – verbal ways to communicate? me rite
Tell a partner what you did. Was the now
communication successful? 4. LOL!
Ss work in pairs for this task. Remind Ss that 5.CU 2nite.
these are non – verbal ways of communication.
Then call on some pairs to report their talk.
Grammar
4. Underline the correct answer.
Ss work individually then in pairs to compare individually
their answers.
Key: The future pair work
1. will not be sleeping 2. Will be playing continuous
3. Will he be doing tense
4. will be waiting 5 will not be using;
will be using 6. Will be raining
5. Gerund or to - infinitive? Gerund or
Ss work individually then in pairs to compare to -
their answers. If time allows encourage Ss to infinitive
think of other verbs that are followed by gerunds
and by to - infinitives and make sentences using
them.
Key:
1. talking 2. To use 3.
To show
4. communicating 5. Chatting 6. individualy
To have
C. Communication
Performing 6 Ss discuss this task in pairs. Remind them that pair work
they can choose to talk about forms of
communication people will be using or will not
be using in the year 2100 and they should give
the reasons why they think so.
For a more able class, this can be done as a
debate if some particular forms of
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communication are selected beforehand for Ss to

discuss.
Ask Ss to complete the self - assessment box.
Identify any difficulties or weak areas and
provide further practice.
6 Choose any three forms of communication in
this unit and work with a partner to decide if
people will be using them in the year 2100 or past simple individually
not. Give at least two reasons for each decision. or past
PROJECT PROJECT perfect
“Action. Take one! Action. Take two!”
Remind Ss of:
- The reasons for communication breakdown in group work
COMMUNICATION
- different ways of communicating in GETTING
STARTED and A CLOSER LOOK 1
Put them into groups and ask them to think of a
sketch or a role – play of a communication
breakdown. Give them time to brainstorm some
ideas. Move around the class, giving help where
necessary.
Alternatively, T can prepare the following
scenarios if Ss are short of ideas or time. Print pair work
each sketch on a piece of paper and fold it up.
Each group will pick one piece of paper and
prepare their performance. More than one group
can have the same sketch, because they will
interpret it differently. Ss may prepare the sketch
out of class if more time is needed. On the
performance day, more than one group may act
out a similar play, put look for their different
interpretation of the communication breakdown
as well as their solution. Make sure everyone
gives each group lot of encouragement and
praise for their acting attempts.
Sketch 1
The confused teacher
Susan is a teacher from London who comes to a
small town in Viet Nam to teach English. She
has her first lesson today and is very impressed
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by one of her students – Lien. Lien speak

English very well and is very active in the class.
Later that day Susan runs into Lien in the
corridor. Susan wants to compliment Lien and
she says, ‘Lien, your English is excellent!’. And
Lien answers ‘No it’s very bad!’ Susan feels
rather confused and she doesn’t know why Lien
responds to her this way.
Sketch 2
The best restaurant
Jerry and Diana are from the USA and they are
now on holiday in France. They eat out in a
restaurant and they find the food and the wine
excellent. At the end of the meal the chef asks
how they have enjoyed the evening and Jerry
holds up his thumb and index finger to make a
circle. Seeing that, the chef’s face suddenly falls
and he leaves immediately without a word. Jerry
and Diana are left wondering what they have
done wrong.
Sketch 3
The missing fork and the giant drink
Hoang Ly is from Ha Noi and now she’s visiting
her grandparents in Ho Chi Minh City. Minh
Anh, her friend in Ho Chi Minh City is talking
her to eat out. When the food is brought out, Ly
notices there is one fork missing on the table, so
she asks the waiter for one. ‘Chú mang hộ cháu
một cái dĩa nữa được không ạ?’. Then the waiter
bring her a big plate. Ly thinks perhaps the
restaurant is too noisy and the waiter couldn’t
hear what she said.
After that, Minh Anh comes and visits Ly’s
grandparents. They offer her tea and Minh Anh
hears Ly’s grandmother telling her, ‘Cháu vào
lấy thêm một cái chén nữa cho Minh Anh’. Minh
Anh is a bit nervous because she doesn’t feel
like she wants to drink such a huge bowl of tea,
especially after her big meal with Hoang Ly.
Key: (NB. Encourage each group to try to find
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their own reasons and provide these keys only if

they ask for help.)
Sketch 1
Communication breakdown = cultural
differences
In Viet Nam it is typical to deny the
compliments you receive. This is a way to show
your modesty. However, in western cultures,
people who give compliments often expect you
to take about them, and denial of compliments,
especially if it is repeated, may be rude and
make the other person feel uncomfortable. In this
situation, Lien may just politely thank her
teacher.
Sketch 2
Communication breakdown = cultural
differences
In the USA, holding up one thumb and index
finger to maker a circle means OK, good,
excellent, while in France, this gesture means
something not so good, event worthless.
Sketch 3
Communication breakdown = language barrier
When the people in Ha Noi and some other
provinces in northern Viet Nam say ‘dĩa’ they
mean a fork, while this word means a palate for
the people in southern Viet Nam.
Meanwhile, ‘chén’ in northern Viet Nam means
a small teacup whereas in southern Viet Nam the
word means a bowl you use to eat when having
meals. Whole
D. - Do all the ex again. class
Homework
*Feedback:
………………………………………………………………………………………
………………………………………………………………………………………
….

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Unit 11 : SCIENCE AND TECHNOLOGY

I) Aims:
1. Knowledge : By the end of this unit, students can :
- pronounce the words ending with the prefix un- and im- correctly in isolation and
in context.
- use lexical items related to the topic “ science and technology”.
- use the future simple and future continuous to talk about science and technology
in the future.
- use the direct speech and indirect speech to report what people say or tell.
2. Skills : By the end of this unit, students will be able to :
- Speaking : Talk about the role of science and technology.
- Listening : Listen to specific information about how science and technology
solve some problems in the future.
- Reading : Read for specific information about the role of science and
technology. - Writing : Write to express agreement and disagreement about
the role of science and technology.
II) Methods : Introduce the lessons , lead in the new lesson. Students practice in
pairs ( close pairs and open pairs ), discuss in groups.
III) Teaching aids : English book 8, CD audio player, pictures, sub- board.
IV) Anticipated problems:
- Some Ss may misunderstand the future and the future continuous tenses.
- Some Ss may not know about role of science and technology.

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V) Procedure.
Unit 11 : science AND TECHNOLOGY
Period 90 : Lesson 1 : Getting started.

I) Objectives :
By the end of this unit, students can:
 Pronounce words with the prefix un- and im- correctly in isolation and in
context.
 Use the lexical items related to science and technology.
 Use the future simple and future continuous to talk about science and
technology in the future.
 Use direct speech and indirect speech to report what people say or tell.
 Read for specific information about the role of science and technology in the
future.
 Talk about the roles of science and technology.
 Listen for specific information about how science and technology solve
some problems in the future.
 Write to express agreement and disagreement about the roles of science and
technology.
II) Teaching aids : Text books, cassette, chalk, pictures and some boards.
III) Procedure :
Steps & Learning Activities Languag Models
Time e focus
A-Warm Introduction class work
up ( 5’) - Review the previous unit by asking Ss to call out all
the forms of communication that they can remember
from the previous unit.
- Then divide the class into two teams.
- Call out a form of communication, e.g., body
language.
- The first group to give an example of body language
gets a point, and so on.
- Put the heading ‘Science and Technology’ on the
board.
- Do a brainstorming session by asking Ss to suggest any
words or phrases related to this topic.
- Accept all ideas, organize them in a word web if
B- Getting possible. class work
started 1. Listen and read
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( 5’) - Ask Ss to open their books to Unit 11, cover the

conversation and look at the picture. develop
- T asks prediction questions: ment
What can you see in the pictures? enormou
Do you know these characters? s
Where are they now? benefits
What are they talking about? ...
Ss answer the questions as a class.
- Play the recording and have Ss listen and follow along.
- Check if Ss’ predicted answers match the conversation.
C- Doing - If not, have Ss correct them.
( 27’) a) Find the words in A in he conversation. Then
match them to the words in B with similar meanings.
- Ask Ss to read the conversation again and do the
exercise in pairs.
- Elicit the correct answers and write them on the board. vocabula
- Have Ss subtitute the B words into the conversation to ry
check that they match. individuall
- Finally, explain the meaning of any complex words in y
Vietnamese if necessary.
Key:
1.c 2.b 3.d 4.e 5.a 6.f
b) Answer the questions.
- Ss work individually to answer the questions.
- Ss compare answers with a partner and then discuss as
a class.
- Have Ss say wher they found the answers in the
conversation.
Key:
1. They are at the Science Club.
2. It is the roles of science and technology in the 21st
century.
3. Science and technology are greatly changing
everything.
4. He told Nick that only robots would work in
factories and clean our homes in the future.
5. He/ She said that there would be no more schools:
they’d just stay at home and learn on the internet. - science:
c) Work with partner. What fields are mentioned in knowled
the conversation which are affected by science and ge about
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technology? the
- Ss work in paris. world,
- Tel Ss to refer back to the conversation and do the task. especiall
- Check their answers. y based
Key: on
1. the economy (economic 4. travel (traffic jams) examinin
development) g, testing
2. the workplace (robots in 5. education (school and pair work
factories) via the internet) proving
3. the home (robots cleaning facts.
our homes) -
d) Put a word/ phrase from the box in each blank technolo
- Have Ss do this exercise in pairs. gy:
- Ask some Ss to present their answers. things
- Confirm the correct answers. and ways
Key: of doing
1. field 2. space 3. the 4. economic 5. flying things
key developmen cars that are
t based on
knowled
Look out! ge about
Help Ss distinguish the two words. science
- science: knowledge about the world, especially based and
on examining, testing and proving facts. computer pair work
- technology: things and ways of doing things that are s.
based on knowledge about science and computers.
2 Put one of the words/ phrases from the box in each
gap. There is one extra.
- Tell Ss that in the box are some more words and
phrases related to science and technology.
- Let them work in pairs.
- Check their work by calling on some Ss to read out
their sentences. individuall
- Allow Ss to write the translations next to the words. y
Key:
1. science 2. 3. 4. 5.
subjects technolog researcher machine scienti
y s s fic
progre

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ss pair work
3 Give the opposite of the words in brackets using the
prefix un- or im-
- Tell Ss to look at the example.
- T may give some more.
- Then let them do the task by themselves.
- After that, they swap their answers with a partner.
- Correct Ss’ answers as a class.
- Then let them repeat the words in chorus.
Key:
1. 2. 3. 4. 5.
unknown unrealistic impossible unimporta unpolluted pair work
nt

D-
4 GAME: FIND SOMEONE WHO ...
Performing
- Set this up as a mingle activity.
( 5’)
- Let Ss stand up and move around with pens and paper/
notebooks to ask questions and take notes.
- Observe and assist where needed.
- Once a student has a name in each box they should sit
back down.
- Continue until all, or most, Ss have sat back down.
- Congratulate the winner(s).
- T calls on the winning Ss to present their results to the
class.
Reference: Some scientists of Viet Nam:
Vâ Hång Anh Lª V¨n Thiªm TrÇn §¹i NghÜa
-
Hµ §×nh §øc Hoµng Tuþ Phan Lu¬ng CÇm
Homework
- Learn and practise writing the new words.
- Do all the ex. in the notebooks.
*Feedback:
………………………………………………………………………………………
………………………………………………………………………………………
….
TTCM DUYET NGAY

Unit 11 : Science and technology

Period 91 : Lesson 2 : a close look 1.
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I) Objectives :
By the end of the lesson, Ss will be able to get acquainted with the topic about
science and technology.
 Language content :
1. Vocabulary : words about science and technology.
2. Pronunciation : - Stress in words starting with un- and im-
II) Teaching aids : Text books, cassette, chalk, pictures and some boards.
III) Procedure :
Steps & Time Learning Activities Language Models
focus
A-Warm up - Explain to Ss that there are three common class work
( 5’) ways of forming nouns indicating people, but
don’t say what they are.
- Write the following on the board:
to learn -->
to invent -->
science -->
- Try to elicit from Ss how these words are
changed to mean a person who does these
things.
- Now see if Ss can give some more examples.
- Finally, have Ss open their books and read
the Look out! Box.
B- 1. Complete the following sentences with
Vocabulary nouns indicating people v+ -er/ -or/ class work
( 15’ ) - Do this activity the first time around as a -ist = N
quiz.
- Divide the class into two teams.
- Read out item one and ask Team A to
answer.
- If they get it wrong, the option goes to Team
B to answer.
- Keep a score on the board to increase the fun
element.
- Now have Ss work individually to do the
task in their books.
- Finally, ask some Ss to write the answers on
the board.
- Correct their answers as a class. vocabular
Key: y
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1. 2. 3. 4. 5.
adviser/ chemist designer programmer biologist
advisor
2. Write a noun from the list under each
picture. individually
- Ss work in pairs and discuss what the word is
for each picture.
- T checks as a class.
- For more able Ss, have pairs write the
descriptions of these people in the same style
as activity 1.
- Then put pairs together to read out their
descriptions and challenge each other to guess
the person, like the quiz in 1.
Key:
1. 2. software 3. 4. physicist individually
chemist developer engineer
5. doctor 6. 7. 8.
conservationist explorer archeologist
3) Give the correct form of the words in
brackets.
- T ask Ss to read the sentences and guess part
of speech of the word to be filled each blank.
- Have Ss call out their guesses.
- Ss work individually.
- Ask some Ss to write their answers on the individually
board.
- Check their answers as a class.
Key:
1. 2. 3. 4. 5.
developments scientists exploratio medical economic
n

Stress in words starting with un- and im-

- Explain to Ss that the prefixes un- and im-
are used to make adjectives (and adverbs)
negative.
- Explain to them that when these prefixes are
added, the stress of the new word does not
normally change.
C. - Give some examples.
Pronunciation 4 Listen and repeat the following words.
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( 20’) Mark the stressed syllables in the words.

- Play the recording for Ss to repeat the words. individually
- Play the recording as many times as
necessary.
- Correct Ss’ pronunciation, especially the
stress.
- Then have Ss mark the stress on the words
by drawing circle above the stressed syllable.
Audio script:
unforesee unlucky immature unwise
n
impatient unhealthy impure unhurt
impossible unlimited unnatural impolite
5 Put the words from 4 in the right
columns.
- Have Ss read out the words first.
- Then they work in groups to put the words in
the right columns.
- Call on some Ss to write the answers on the
board.
- Confirm the correct answers.
Key: group work
oO oOo ooO oOoo
un’wise un’lucky unfore’seen un’limited
im’pure un’healthy imma’ture im’possible
un’hurt im’patient impo’lite un’natural
6 Fill the gaps with one of the words in 5.
Listen and check, then read the sentences.
- Have Ss work individually to write down the
words.
- Play the recording two or three times for Ss
to check.
Key:
D- Homework 1. 2. 3. 4. 5.
( 5’) impure unhealthy impossible unlimited impatient
individually
- learn and practise writing the
vocabulary.
- Practise listening and repeating the
words starting with un- and im-

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