Giáo án Tiếng Anh - Unit 10: space travel - Lesson 1 to lesson 6

PERIOD 79 
Preparing date: ............................
WEEK 27
Teaching date: .............................
Unit 10: SPACE TRAVEL
Lesson 1: Getting started
Obljective: By the end of this unit, students will be able to use the lexical items related to astronomy and space travel.
Preparation: sub-board, e-lesson
Procedure: 
Teacher and students’ activities
Content
3’
1. Warm up
 Revise the main grammar point 
Relative pronouns.
Write on the board some phrases that will need relative clauses to be complete.
In groups of three, Ss take turns to complete these sentences: the first student says one of these phrases, then the second student adds a relative pronoun. The last student will add a clause to finish the sentence. 
For example: 
The language 
This is the place 
I met the girl 
For example: 
Student 1: The language 
Student 2: which 
Student 3: I would like to learn the most is Spanish.
3’
2. Presentation
Lead-in
Introduce the characters Phuc and Nick and provide the context: Nick is visiting Phuc, and they are now talking in Phuc’s room.
Ask Ss to focus on the picture and the heading ‘A mission to Mars’. Ask questions: 
What do you think Phuc and Nick are talking about? 
What else can you see in the room? 
What do you think Phuc is interested in? Why do you think so?
7’
Task 1a: Matching
Play the recording and have Ss follow along. 
Have Ss then work in pairs to do the matching exercise.
Task 1a: Read and draw a line
Vocabulary
astronaut: a person who has been trained to work in space
mission: a programme of space flights
microgravity: the state of weightlessness
astronomy: the science that studies the universe and its objects 
habitable: with conditions that are suitable for life to exist
altitude: the height of something above the sea
10’
Task 1b: Question-answer drill
Have Ss continue to work in pairs and answer the questions. 
Give feedback as a class. 
Ask Ss to say where in the conversation they found the answers to the questions. 
Task 1b: Read and answer
Key: 
Phuc was crazy about space. 
He had learnt about the universe and had collected books about space.
To show that there are more things in the list but that it’s not necessary to list everything.
He wasn’t very impressed because he thought the meteorite was like an ordinary piece of rock.
By scuba diving in a flight suit and by taking a parabolic flight to experience microgravity.
He compares it to a ride on a rollercoaster.
5’
Task 1c: Discussion
Have Ss discuss the question: Who is keener on space travel – Phuc or Nick? Why do you think so?’ 
Ask Ss to give as much information in the text to support their answers as possible.
Task 1c
Key: 
Phuc seems keener on space travel than Nick. He was crazy about space when he was young. Phuc knows more about space and astronauts. He says he’d love to experience microgravity, whereas Nick thinks microgravity sounds scary
5’
Task 2: Gap-fill
Have Ss work individually for this exercise. Ask them to pay attention to the photos and the key words/ content words in the sentences. Have Ss then compare their answers with a partner. 
Task 2: Match and complete
Vocabulary
Key: 
1. satellite 	2. telescope 	3. universe 
4. meteorite 	5. rocket 	6. Spacecraft
10’
Production
Ask Ss to work in small groups for this game. Give Ss the following instructions. T may draw a bingo card on the board and fill in the first word as a demonstration.
Ss can play several rounds with the same card. Use a different symbol to mark the card for each round.
2’
5. Homework
- Do exercise in workbook
- Prepare: A closer look 1
Comment: ..
PERIOD 80 
Preparing date: ............................
WEEK 27
Teaching date: .............................
Unit 10: SPACE TRAVEL
Lesson 2: A closer look 1
Lesson 2
use the lexical items related to astronomy and space travel 
identify continuing or finishing tones and say sentences with the correct intonation
3’
1. Warm-up: Read out loud
(Exercise 1-p32/workbook)
5’
Vocabulary
Task 1: Gap-fill
Have Ss work individually to complete the exercise, then compare their answers in pairs. 
Give feedback: orbit, experience, launch. 
Ask Ss to make sentences with these nouns.
Vocabulary 
Astronomy and space travel
Task 1: Fill in the gaps with the correct form of the verbs.
Key: 
1. orbit 	2. experienced 	
3. launched 	4. landed 	
5. trained
5’
Task 2: Gap-fill
Remind Ss of some words about space they have learnt earlier, 
For example: astronaut, jet pilot, weightlessness, water tank laboratory, microgravity. 
(clips on youtube)
Have Ss work individually to complete the gaps. 
Ask Ss to pay attention to the key words to understand the text, as well as to the part of speech of the missing words. 
Task 2: 
Words about space
Key: 
1. good health 
2. a flight suit 
3. parabolic flights 
4. operate 
5. spacewalks
10’
Task 3: Matching
As a class, ask Ss to cover the column on the right so that they can attempt to guess the meaning of the idioms first. Then they uncover the column and do the matching exercise. 
Check the answers as a class, and make sure the idioms are understood.
Have Ss then work in pairs to make short dialogues using the idioms they have learnt.
Task 3: Space related idioms
1.c - over the moon: delighted
2.a - once in a blue moon: occasionally
3.d - out of this world: amazing
4.b The sky’s the limit.: almost without
Example:
A: How often do you play football?
B: Oh, once in a blue moon.
Pronounciation
Task 5: Repetition drill
Play the recording from GETTING STARTED again, focussing on the part where Phuc tells Nick about what he had learnt about space. “I’d learnt about the planets, the stars, satellites, rockets, and stuff.”
Draw Ss’ attention to the REMEMBER! box. Give an example of saying a list of things, such as: 
items on the teacher’s desk 
items in your wardrobe at home 
places you have visited
Ask Ss to work in pairs to practise the statements. Play the recording and have Ss continue to practise saying these lists.
Pronunciation
Continuing or finishing tones
5’
5’
Task 6
Have Ss work in pairs to do the task. If time allows, ask them to think of other situations when they tell other people lists of things. Ask Ss to work in pairs to play out the situations.
10’
Production: Lucky number
This game can be played in small groups in two rounds. 
In the first round, all groups will read the definitions to guess the planets. 
The game will be timed. The group who is quickest to have all correct answers is the winner. If time allows, have Ss play the second round. In this round, T writes the names of some of the planets on the board (one by one). In 30 seconds, each group has to write on a piece of paper one fact they know about these planets, without looking at the textbook. The papers will then be cross checked by groups to find the group which has the most correct answers. 
Task 4
Key: 
1. Venus 	2. Mercury 
3. Jupiter 	4. Mars 
5. Neptune 	6. Earth 
7. Saturn 	8. Uranus
2’
Homework:
- Learn new words and phrases
- Review: Relative pronouns, Past vs past perfect
Comment
PERIOD 81
Preparing date: ............................
WEEK 27
Teaching date: .............................
Unit 10: SPACE TRAVEL
Lesson 3: A closer look 2
Lesson 3
use the past perfect with confidence 
use defining relative clauses correctly and appropriately
3’
1. Warm-up: Timeline
Ask Ss to study the timeline to familiarise themselves with the events and when they happened. 
Read out any two of the events on the timeline, and ask Ss which event happened first.
2. Presenttation
Task 1: gap-fill (form of verbs)
Remind Ss of how to use the past simple and past perfect. 
Have Ss then work individually to complete the exercise. 
Tell Ss to pay attention to the position of already in the sentences. 
Grammar
1. Past and past perfect
Task 1:
Key: 
1. had been sent; made 
2. became; 
 had (already) been launched 
3. had flown; flew; walked 
4. put; had (already) sent 
5. was established; 
 had (already) travelled
3. Practice:
Task 2: Question-answer drill
Ask Ss to complete the box with T’s year of birth and their own year of birth. Then ask Ss to check where the dates fit into the timeline. Ss can write out the dates and events from the timeline along a line drawn on a piece of paper. They can then add in this task four additional dates. 
Have Ss now work in pairs to talk about these events. Remind them to use the word already. 
Call on some pairs to give their questions and answers in front of the class. 
Task 2: Ask and answer
Mr Phuong, born in 1941
Thu, born in 1997.
Your teacher, born in ______.
You, born in ______.
4. Presentation
Task 3: Gap-fill (relative pronouns)
Draw Ss’ attention to the grammar box and Look out! box. Give more examples if necessary. Ensure Ss have understood the rules before moving on.
Have Ss work individually to complete the exercise and then compare their answers with a partner. Remind Ss that a relative pronoun may not be required to complete the sentences (indicated in the key with a cross ×).
Grammar 2
Defining relative clauses
Task 3: Relative pronouns
Key: 
1. who/that 
2. where 
3. which/that/× 
4. which/that 
5. which/that/ ×
6. when
5. Practice
Task 5: Sentence building
Have Ss work individually to complete the exercise and then compare their sentences with a partner. Remind Ss that a relative pronoun may not be required to complete the sentences – this is indicated in the key with a cross (×).
Task 5: Combine each pair of sentences into one
Key: 
The fi lm which/that/(×) the class watched yesterday was about the Apollo 13 space mission. 
We read about an astronaut who travelled into space in 1961. 
This is the man who works for NASA. 
The team who/that plays on the left has never won the championship. 
The ground-breaking space mission which/that/(×) this article describes is called Rosetta. 
The task which/that/(×) the Rosetta mission has is comparable to a fly trying to land on a speeding bullet.
6. Production: Quize
Task 6
This activity can be done as pair work or a game between two big groups. One student or group describes the object/person/event using defi ning clauses for the other student or group to guess.
Task 6: Quize
Example:
A:
It’s the dog that was the first dog ever to fly into space.
B:
That’s Laika!
PERIOD 82
Preparing date: ............................
WEEK 28
Teaching date: .............................
Unit 10: SPACE TRAVEL
Lesson 4: Communication
Lesson 4
Teacher and students’ activities
Content
5’
1. Warm-up:
Write ‘International Space Station - ISS’ on the board and ask if Ss know anything about it. 
Show Ss the photo of the ISS on the top right corner of page 53. 
Explain that Ss are going to read about life aboard the ISS. 
As a class, create a list of as many questions as possible Ss may have about how they think astronauts live on the ISS. 
Write the list on the board.
5’
2. Pre-reading
Task 1: noughts and crosses
Ask Ss to work in pairs to complete the exercise after they have looked at the pictures (taking a shower, sleeping in a sleeping bag, listening to music, pouring salt). 
Ask Ss to read the text. Tell them to pay special attention to any information that helps them to check their earlier answers. 
Tell them to notice any new words as well. Now give correction.
Task 1
A Day in the Life of an Astronaut Aboard the International Space Station
Key:
1.Q 	2.R	3.R	4.Q
10’
3. Reading
Task 2: Matching
Have Ss work individually and then in pairs for this task. 
Ask them to study the three photos of the ISS in the textbook and connect these photos with the information in the text. 
Ask Ss to come back to the question list which has been created earlier on the board and try to answer them with the information from this lesson. If there are some questions that cannot be answered with the text, encourage Ss to find more about them by themselves (using the Internet, books, etc.). 
Provide the NASA blog URL above as an additional resource.
Task 2: Life in the ISS
Key: 
1. D Sleeping in space 
2. E Morning routine in space 
3. B Working in space 
4. C Eating in space 
5. A Time off in space
10’
Task 3: Debate
Have Ss work in small groups and agree on the three items they will bring to the ISS for each need in 2. 
Class gets together and decides on a new three-item list. Each group has to persuade the others that their items should be on this list, rather than those of the other groups.
Task 3: Discuss
Imagine that you are going to spend one month aboard the ISS. Discuss and agree on three things that your team will bring to the ISS to meet each need in 2. Then share your list with other groups and explain your decisions.
12’
4. Production
Task 4: Think-pair-share
Have Ss work individually and write down a personal thing they will take aboard the ISS because they cannot live without it. Then ask Ss to work in pairs to share what they have written. Ss need to explain to their partner why this item is so important to them.
Task 4: 
What will you take aboard the ISS?
3’
5. Homework
- Find more about life on the ISS (using the Internet www.blogs.nasa.gov, books, etc.)
- Prepare: Skills 1
PERIOD 83
Preparing date: ............................
WEEK 28
Teaching date: .............................
Unit 10: SPACE TRAVEL
Lesson 5: Skills 1
talk about space travel history and life on a space station 
 read for specific information about two famous astronauts’ space travel
Teacher and students’ activities
Content
5’
1. Lead-in
Task 1
Have Ss work in pairs. Ask Ss to focus on the photos and try identifying the Vietnamese astronaut (Pham Tuan). Ask if they know anything about Pham Tuan. Pairs can share what they already know about Pham Tuan. After that, have Ss turn the page upside down and read the Quick facts box, then they tell each other some more information about Pham Tuan in full sentences.
10’
2. Pre-reading
Task 2
Ask Ss to guess what they think the two astronauts will talk about. T may refer back to the information about the ISS that Ss have learnt about in COMMUNICATION. 
Have Ss then read the text and do the exercise individually. 
Discuss the answers with the class but remember to ask Ss to explain their decisions. 
Why do you think this quote should go in this paragraph? 
Reading
Task 1: Match
Key: 1. c 2. a 3. B
12’
3. While-reading
Task 3: Question-answer drill
Have Ss work in pairs to complete the exercise. 
When giving feedback, ask Ss to give further information in the text to back up their answers. 
Task 3: Answer the questions
Key: 
1. Pham Tuan is Viet Nam’s first astronaut, and Christer Fuglesang is Sweden’s first astronaut. 
2. He found that the Earth didn’t look as big as he thought, and he thought we should cooperate to take care of it. 
3. It seemed he didn’t enjoy it much since it wasn’t fresh. 
4. They talked to him when he was in space and that made him happy. 
5. They think the chance to fly into space is equal for everyone. 
6. He thinks teamwork, social skills, and language skills are important for an astronaut.
15’
4. Speaking
Have Ss work in pairs to discuss the qualities and skills.
Ask Ss to look at the reading text in 2 again and try to extract the necessary characteristics/qualities/ skills for astronauts from the things Pham Tuan and Christer Fuglesang said.
For example: a love for nature, can eat packaged food for a long time, etc. (look at A CLOSER LOOK 1, Activity 2, as well as COMMUNICATION, for more ideas)
Pairs get together to exchange their ideas. 
As a class, Ss build up a list of qualities and skills needed to be an astronaut.
Each group may present their decisions and the class chooses the best solutions.
Speaking
Key (suggested): 
One crew member feels extremely homesick: She/He can make phone calls to family and friends on Earth. She/He can exercise, read a book, listen to music, or play some games. Other crew members can talk to her/ him, or together they can do something fun in their free time, for example having a ‘space party’.
When looking at the monitoring system you discover a strange object approaching Earth: The crew can contact the Mission Control Centre for help. They can start watching the object, record its movements, and report back to Earth.
3’
5. Homework
- Practice using new words
- Prepare for Skills 2: Adj used for advertising
PERIOD 84
Preparing date: ............................
WEEK 28
Teaching date: .............................
Unit 10: SPACE TRAVEL
Lesson 6: Skills 2
Lesson 6
listen for general and specific information about some space tourism services 
write a short paragraph using advertising language
Teacher and students’ activities
Content
3’
Warm-up: Matching
Have the Ss play in groups of six. Match words or phrases with products.
Key:
1. Yummy! Perfect! Out of this world! Just one more scoop, please
2. Top quality at a low price! Perfect! Practical! You work, your world
3. The astronauts’ favorite! Perfect! Enriched with vitamin E.
5’
Listening
Task 1: Look and say
Draw Ss’ attention to the pictures. 
Elicit what they find interesting about them
a person relaxing on a planet in a spacesuit
people pulling suitcases for holidays in the universe, etc.
Task 1: What is the recording about?
Key: 
The recording is about space tourism
10’
Task 2: Question-Answer drill
Have Ss read the questions. 
Allow Ss to listen to the recording several times and give them plenty of time to complete this task.
Task 2: Listen and answer
Key:
1. recreational, leisure, business 
2. International Space Station 
3. ‘Spacewalk’ 
4. ‘manned spaceflight’ 
5. costly, dangerous, unsustainable
5’
Task 3: Matching
Challenge Ss to match the numbers to their references with what they remember from the last listening. 
Have Ss listen to either check or complete the task. 
Task 3: Match
Key: 
1. D 	2. C 	3. A 	4. E 	5. B
5’
Writing
Task 4: 
Explain that advertisements are written in a special way to persuade customers to buy or use a product or service.
Have Ss analyse the first advertisement and underline the words or phrases that make it sound more persuasive. 
Ask Ss to work in pairs to analyse the last two advertisements.
Introduce the Language skills box. 
Ask Ss to add more adjectives that they think may be used in advertisements.
Writing:
Persuasive language for advertisements
Task 4: Words and phrases that make advertisements more persuasive 
Key: 
‘Become a lunar explorer. Join the greatest private expedition of our time.’ ‘An amazing, life-changing experience.’ ‘Ready To Become An Astronaut?’ 
5’
Task 5: Matching
Ask Ss to look out for hints in the words used when doing this task. 
For example, ‘shine’ may go with ‘shampoo’, ‘bar’ with ‘chocolate’, etc. 
Ask them to pay attention to the way the advertisements are written. Do they use any of the advertising techniques they have learnt so far? 
Ask Ss to discuss which advertisements they like the most, and why.
Task 5: What is being advertised
Key:
1. a bakery slogan 
2. a shampoo product 
3. a coffee product
4. a fuel-effi cient car 
5. a tourism slogan 
6. a chocolate product
10’
Task 6: Writing
Ss may work in small groups of three or four to decide together what their advertisements will be like. Remind Ss to select advertising techniques they have learnt (strong adjectives, active verbs, imperatives, comparatives, questions, etc.) for their text. 
Have Ss work individually to write their advertisements.
Task 6: Write advertisements for
a. A new detergent product
b. A new yoghurt product
c. A new model of bicycle
Key: (suggested) 
1. Watch miracles happen as our extra-mild detergent removes all your stubborn stains! An excellent way to protect your clothes. 
2. Have you tried our new delicious and healthy yoghurt? Its tasty freshness will brighten your day! 
3. The most stylish bicycle ever. Designed with you in mind.
2’
Homework
- Do exercises in workbook.
- Prepare: Looking back
PERIOD 85
Preparing date: ............................
WEEK 29
Teaching date: .............................
Teaching date: March 15th, 2016
Period: 59
Unit 10: SPACE TRAVEL
Lesson 9: Looking back