Giáo án Tiếng Anh Lớp 7 - Unit 11: Travelling in the future

WEEK:30	 	 Preparing date: 
Period: 86 	 Teaching date: 
Unit 11: TRAVELLING IN THE FUTURE
Lesson 1: Getting started (15’)
I./. OBJECTIVE: By the end of the lesson, Ss can:
- use lexical items related to future means of transport and movement.
- understand the difference between facts and opinions
- use will for future prediction
1. Knowledge:
a. Vocabulary: The lexical items related to future means of transport and movement.
b. Grammar: will for future prediction, Possessive pronouns 
2. Skills: Practicing skills
3. Attitude: - Positive about travelling in the future.
 - Students know how to learn English in right way.
 - Ss are interested in means of transports.
4. Competences:
- Co-operation
- Self- study
- Using language to talk about future means of transport and movement.
II./. PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practicing, discussion group, technical present .
IV./.PROCEDURE:
Teacher and Students' activities
Contents
ACTIVITY 1: Warm up (5’)
Brainstorming
Aims: help students have an overview about the topic travelling in the future.
Contents:
- The lexical items related to the topic
Products:
- Games related to the topic.
Organization:
To start the lesson, ask Ss as a class to brainstorm on the board one or two means of transport that are now commonly used in Viet Nam. Connect this with what they have learnt in Unit 7 (Traffic) and Unit 10 (Energy) by asking Ss to describe how these means of transport work in which situations they are used, and the advantages and disadvantages of using them.
Example: “motorbikes”
- have motors powered by engines.
- use petrol
- used for road traffic
- advantages, practical, personal transport
- disadvantages: not safe cause pollution
Ask Ss how people in Viet Nam will travel around in year 2100. Ask them to predict it their means of transport mentioned on the board will still be used. Ask them to explain their productions.
ACTIVITY 2. Knowledge Formation (17’)
Getting-started:
 Aims: provide sts necessary words and structure for understanding and learning the conversation.
Contents: 
- new words from the conversation
Products:
- New words
- Ex 1
Organization:
2. Getting-started:
a, Presentation
- Elicit the new words
Write ‘flying car’ on the board. Ask Ss what they think how a ‘flying car’ might be different from an ordinary car (e.g., Appearance, energy, advantages, disadvantages, etc.)
Write ‘jet pack’ and ‘teleporter’ on the board. Ask Ss to guess what they are, them give explanations.
‘Jet pack’: a jet-powered device you wear on the back that will help you to fly (“động cơ phản lực mini”) ‘teleporter’: an imaginary method of transportation in which one disappears at one point, usually in an instant, and reappear at another 
- Check the new words: What and where
- Let ss predict how people travel in the future, then write some of the students’ answers on the board.
- Let ss draw the usage of “will” in this situation.
Practice
Have Ss cover the text and ask them to look at the picture only. Introduce the names of the students (Veronica, Mai, and Phuc). Ask them:
- What can you see in the picture?
- What are Veronica, Mai, and Phuc doing? What makes you think so?
- What do you think is on the screen? Is there a connection between what is on the screen with what Mai is thinking about?
- What topic are they talking about?
Ask Ss to uncover the text. Play the recording and ask them to locate the parts of ‘flying cars’, ‘jet pack’, and ‘teleporter’.
a. Ss work individually to answer the questions. Ss compare answers in pairs and then discuss as a class.
T goes through each question and asks Ss how the text in the conversation supports their answers.
(For question 2, however, T may draw Ss’ attention to the suffix-less. For question 4, T may remind Ss of the meaning of green in previous units). After the discussion, T writes correct answers on the board.
I. New words
Flying car (n): ô tô bay
Jet pack (n) : động cơ phản lực mini
Teleporter (n): dịch chuyển tức thời
Driverless car (n): ô tô không người lái
Crash (v) (n): đâm, va chạm
Avoid (v): tránh
Helicopter (n) : máy bay trực thăng
Imaginative(n) : giàu trí tưởng tượng
II. Model sentences:
Eg: People will own driverless cars in the future. 
Will + V: for future prediction.
Activity 1
a. Answer the following questions.
Key
1. a 2. b 3. c 4. a
ACTIVITY 3: Practice (10’)
Aims: help sts have some concepts about the topic travelling in the future.
Contents:
- vocabulary related travelling, kinds of travelling means.
Products:
- key to Practice 3
Organization
3. Doing: Look out
T emphasizes-less is added to a noun to make an adjective.
Ask Ss to give more examples. For a more able class, ask Ss to make sentences with the new adjectives created.
b. Ss work in pairs to ask and answer the question. After that call some pairs to ask and answer for the class to listen. For a more advanced class, questions 2 & # can be used as a team-based class debate.
2. Draw Ss attention to the Remember box. Give more examples if necessary and ask Ss to identify which are facts and which are opinions.
Ask Ss to work in pairs to tick the Facts vs. Opinions box. Then ask for their answers as a class. Ask Ss to explain their decisions before giving the keys. For question 5, tell Ss that a prediction is always an opinion. Ask Ss to explain before giving your own explanation.
3. a. Ss work individually to come up with the means of transport mentioned in the conversation.
b. T makes an example by giving a combination, e.g., an electric car. Ask Ss to say how they think an electric car works. Then Ss work individually to make a list of the combined words.
c. Tell Ss how to do this task by looking at the example given. Then ask Ss to work in pairs. After the discussion, ask the class how many combined words they have. Elicit the words on the board. Then ask Ss to pick up one favorite combination from their list. Call on several pairs and have them to explain why they choose that means of transport as their favorite one.
b. 
Key: 1. If there are too many flying cars, there will be traffic jams in the sky. Some means of transport will not be convenient in bad weather (e.g., jet pack). Future means of transport may use a lot of fuel which will make pollution worse.
2&3: Open answers from Ss.
Activity 2
Write a fact and an opinion (which could be your personal opinion) about flying cars on board. Ask Ss to decide which statement could be proved and which is what you feel.
1. F 2. O 3. F 
4. O 5. O
Activity 3
a. 
Key: flying car driverless car
ACTIVITY 4: Further practice (5’)
Aims: review and learn by heart at class some new words and structure.
Contents:
- vocabulary related travelling
Products:
- review new words
Organization:
Further practice:
- Lets sts summarize the content of the lesson
Homework: 
- Learn new words and phrases
- Prepare A closer look 1.
- Do workbook
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Kiểm tra ngày tháng năm 
 .
WEEK:30	 	 Preparing date: 
Period: 87 	 Teaching date: 
UNIT 11: TRAVELLING IN THE FUTURE
LESSON 2: A CLOSER LOOK 1
I./. OBJECTIVE: By the end of the lesson, Ss can:
- appropriately use rising and falling intonation for Yes-No and Wh-questions.
- use lexical items related to future means of transport and movement 
1. Knowledge:
a. Vocabulary: The lexical items related to future means of transport and movement.
b. Grammar: will for future prediction, Possessive pronouns 
2. Skills: Practicing skills
3. Attitude: - Positive about travelling in the future.
 - Students know how to learn English in right way.
 - Ss are interested in means of transports.
4. Competences:
- Co-operation
- Self- study
- Using language to talk about future means of transport and movement.
II./. PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practicing, discussion group, technical present .
IV./.PROCEDURE:
II. New lesson.
Teacher and Students' activities
Content
ACTIVITY 1: WARM-UP (5’)
Aims: 
- Elicits the topic from students
Contents: 
- The lexical items related to the topic “travelling in the future”
Product:
- play game “writing words”
Organization:
The class can be started with a game. Write the verbs: drive, ride, fly, sail, pedal on pieces of paper. Ask one S at a time to volunteer to perform the action looking at the verb and the class guess what action the S is doing.
After each correct guess, write the verb on the board. Ask Ss to add means of transport they know that go with that verb. Explain that there may be a means of transport that is not suitable for particular verbs.
ACTIVITY 2 : KNOWLEDGE FORMATION (20’)
Aims: help sts learn the words about travelling and usage of those.
Contents: new words in A closer Look 1
Products:
Keys of A Closer Look 1
Organization:
2. Vocab:
Let Ss work in pairs to do activity 1then elicit the new words from the pictures
 1. Check Ss’ answer
After having the keys, Ss work in pairs again to say the correct phrases.
e.g., Drive a train, drive a car, drive a bus.
2. Ask Ss to underline the most important key words in the thinking bubbles. Do the first item with Ss as an example. Ss then work individually and compare their answers in pairs.
3. Ss work individually then pairs. Explain the use of in and on in Remember box.
If time allows, ask Ss to ask and answer how they often go/travel to some places (school, supermarket, the sea, etc.)
Write two questions on the board: one Y/N question and one Wh-question. Tell Ss to say the questions aloud and ask them to notice how the two questions are said in different ways. Ask Ss to find out the rules in Look out! Box. Ask Ss to give some questions and have more practice.
I. New words
Pedal (v), (n): đạp (xe), bàn đạp
Float (v): nổi
Heated (adj): nóng
Hot air balloon (n): kinh khí cầu
Tram (n):
Bullet train (n): tàu hỏa siêu tốc (tàu viên đạn)
II. Activities
Activity 1
Key: a. a motorbike (explain when ride is used, and drive is used)
b. a car c. a train 
d. a bus e. a plane
Activity 2
Key: a. a ship b. a bus c. a hot air balloon 
d. a bicycle e. a plane f. motorbikes
Activity 3
Key: 1. in 2. on 
3. on 4. in 5. in; on
ACTIVITY 3: PRACTICE (15’)
Aims:
Concept of tone in asking for information
Contents: 
- stress the nouns and the adjectives with three syllables.
Products:
Sts can read in correct intonation
Organization:
Pronunciation
4. Play the recording. Ss work individually and tick in the appropriate box.
Audio script:
1. What will be next?
2. Do you think you can use it in bad weather?
3. How much fuel will these means of transport use?
4. Will pollution be much worse?
5. Ss practice saying the questions individually then as a class.
6. Ss practice saying the questions individually and decide if they are spoken with rising or falling voices. Do not give the keys at this point. Play the recording for Ss to check their answers, then confirm their correct answers.
7. Ss work in pairs and ask and answer the question in 6.
* Survey
Give ss survey form then guide them to conduct it (pay attention to intonation when questioning)
Activity 4
Key: 1. falling 
2. rising 3. falling 4. rising
* Survey: 
Have you ever (travelled in/on...)?
What is your favorite means of transport?
ACTIVITY 4: PRODUCTION (5’)
Aims: 
- help sts use topic “travelling in the future”, kinds of travelling mean words and ask for information.
Contents:
- The lexical items related to the topic “travelling in the future” in textbook
- questions from students
Products:
Sts have a clear concept of intonation of question for information
Organization:
- Lets sts summarize the content of the lesson
Homework: 
- Learn new words and phrases
- Prepare for A closer look 2.
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Kiểm tra ngày tháng năm 
 .
WEEK:31	 	 Preparing date: 
Period: 88 	 Teaching date: 
Unit 11: TRAVELLING IN THE FUTURE
Lesson 3: A closer look 2
I./. OBJECTIVE: By the end of the lesson, Ss can: - use will for future prediction
 - use possessive pronouns
1. Knowledge:
a. Vocabulary: The lexical items related to future means of transport and movement.
b. Grammar: will for future prediction, Possessive pronouns 
2. Skills: Practicing skills
3. Attitude: - Positive about travelling in the future.
 - Students know how to learn English in right way.
 - Ss are interested in means of transports.
4. Competences:
- Co-operation
- Self- study
- Using language to talk about future means of transport and movement.
II./. PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practicing, discussion group, technical present .
IV./.PROCEDURE:
Teacher’s and students’ activities
Content
ACTIVITY 1: WARM-UP (5’)
Aims: review old lesson
Contents: 
- Review old vocabulary
Products:
- Check the old lesson
- Check the old vocabulary
Organization:
 Set up the situation to lead into the lesson:
 T- Ss exchange:
T: How do you go to school every day?
Ss: I go to school by . (by bike).
T: What color is your bike?
Ss: My bike/ It is red/ .
T: Mine is white.
 And how will you travel when you are 25?
Ss: I will .
 Lead into the objectives of the lesson are to use will for future prediction and use possessive pronouns.
ACTIVITY 2. Knowledge Formation (20’)
Aims:
Help sts know about Will for future prediction and Possessive pronouns
Contents:
- Definite Will for future prediction and Possessive pronouns
Products:
Sts can use Will for future prediction and Possessive pronouns exactly
Key to Task 1, 3
Organization:
Grammar 1:
1. Remind Ss of Phuc, Veronica, and Mai and the group’s project in Getting Stated. Ask Ss if they are talking about the past, the present, or the future. For more able class, elicit from Ss more information about what the group discuss. Ask Ss to cover the text to listen carefully to pick up any phrases/sentences that contain will.
Grammar 2:
2. Go through the example with Ss. Say the two sentences have the same meaning.
Highlight the changes in the possessive in the two sentences.
Explain that we use possessive pronouns to avoid repeating information.
Draw Ss’ attention to the table:
The personal pronouns I, you, she, he, it, we, they, correspond the respective possessive adjectives my, your, his, her, its, our, their, and the respective possessive pronouns mine, yours, his, hers, its, ours, theirs.
I. Grammar
1. Will for future prediction
Key: We often use will to make a prediction about the future.
Prediction
Affirmative
S + will + V
Negative
S + will not (won’t) + V
Interrogative
Will + S + V?
2. Possessive pronouns
This is your pen. ‘your’ is a possessive adjective and it is put before the noun.
This pen is yours. ‘yours’ is a possessive pronoun and stands alone.
Instead of saying: This pen is your pen (which sounds repetitive), we say This pen is yours.
Instead of saying: This bike is my bike, not his bike, we say This bike is mine, not his
ACTIVITY 3. Knowledge Formation 2(10’)
Aims: review Will for future prediction and Possessive pronouns and their usage
Contents:
- Definite Will for future prediction and Possessive pronouns
Products: 
Key to Practice
Organization:
Practice
 Ss work individually to complete task 4. Then T calls on some Ss to write the answers on the board and gives feedback.
Ss work individually then compare their answers with each other.
3. Write ‘fortune teller’ on the board. Ask Ss why people want to visit a fortune teller, and what the fortune teller is expected to talk about. If you have experience asking a fortune teller to predict your future (or simi-lar), tell the class what the fortune teller says (in direct form). Ask Ss if they have ever talked with a fortune teller about the future, and if the predictions have become true or not.
Ss work in pairs to complete the task. Then T gives feedback to Ss as a class.
	If time allows, ask Ss to play roles to predict the future of each other
II. Activities
Activity 4
Key:	
1. This computer is theirs.	
2. The black bike is mine
3. These shoes are his.
4. The cat is Veronica’s
5. The picture is ours
Activity 2
Key:
1. People won’t use flying cars until the year 2050.
2. Do you think the fuel price will increase next month?
3. The mail won’t arrive until next week.
4. I don’t think he will take the new position.
5. We will use more solar energy in the future
Activity 3
Key:	
1. Will I be	
2. will be	
3. Will I be
4. will be	
5. Will I be
6. won’t be	
7. will travel
ACTIVITY 4: Further practice:
Aims: review Will for future prediction and Possessive pronouns
Contents:
 Usage of Will for future prediction and Possessive pronouns
Products:
- sts can put suitable Will for future prediction and Possessive pronouns in correct places
Organization:
Have Ss work in groups of 4 or 5. Each group member writes 5 sentences individually, then the group get together to see how many sentences they have. The group that has the most correct sentences wins.
For more advanced classes, this can be done using ‘Sentence - making race’.
Have groups write in 10 minutes as many sentences as possible. The group that has the most correct sentences wins.
5. Production: 
- Learn new words and phrases
- Prepare for Communication.
- Do workbook
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Kiểm tra ngày tháng năm 
 .
 ..
WEEK:31	 	 Preparing date: 
Period: 89 	 Teaching date: 
Unit 11: TRAVELLING IN THE FUTURE
Lesson 4: Communication
I./. OBJECTIVE: By the end of the lesson, Ss can talk about their footprint
1. Knowledge:
a. Vocabulary: The lexical items related to future means of transport and movement.
b. Grammar: will for future prediction, Possessive pronouns 
2. Skills: Practicing skills
3. Attitude: - Positive about travelling in the future.
 - Students know how to learn English in right way.
 - Ss are interested in means of transports.
4. Competences:
- Co-operation
- Self- study
- Using language to talk about future means of transport and movement.
II./. PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practicing, discussion group, technical present .
IV./.PROCEDURE:
Teacher’s and students’ activities
Content
ACTIVITY 1: WARM-UP (5’)
Aims: make sts change the state from relaxation to concentration
Contents:
- Tell students in this lesson they will have the opportunity to learn about future means of transport and movement.
- Go through that extra vocabulary with students. If students do not know any words in the Box. Quickly teach it. 
Products:
- the word affordable and breathtaking
Organization:
- Chatting: What are renewable sources of energy and What are the non-renewable sources of energy?
Non-renewable sources of energy: coal, oil, natural gas 
Renewable: wind, water, solar energy
ACTIVITY 2: KNOWLEDGE FORMATION (20’) 
Aims: 
Help Sts promote listening skill and vocab
Contents:
Talk about future means of transport and movement
Products:
- 4 skills
- Vocabulary
- Grammar
Organization:
Communication 1:
+ Ask Ss to look at the picture of the footprint at the bottom right-hand side of page 43 and answer the questions: What does the carbon footprint mean? How big is your carbon footprint?
1. Have Ss read each item in 1 independently and write the number (from 1-4) in the boxes in accordance with what they always, often, sometimes or never do. Ask Ss to mark each other’s answers in pairs. After adding up the marks, ask Ss to write the score in the total score box.
1. Answer the questions below with a number from 1-4.
1= always
2= often
3= sometimes
4= never
Do you .?
ACTIVITY 3: PRACTICE (15’) 
Aims: 
To promote reading and writing skills
Contents:
- vocabulary related to the topic
- grammar
 Products:
Key to communication 2
Organization:
Communication 2:
2. Have Ss explain in pairs how well they save energy, using the three levels of scores in 2
3.Have Ss talk about their partners’ footprint in groups, using the prompts in c and the ideas in a.
2. Work in pairs. Add up each other’s answers and look up the score below. Then explain how well your partner saves energy.
Score: 10-20: Your footprint is small 
Score: 21-30: Your footprint is quite small 
Score 31-40: Your footprint is big 
3. Talk about your partner’s carbon footprint to your group. Use the following formats.
* My partner footprint is .
* He/she is considerate because 
* He/ she could try hard to 
* by .in the future, he/she can help to 
ACTIVITY 4: Further practice (10’)
Aims:
To promote speaking skill
Contents:
Products:
- Key to task writing
Organization:
- Lets sts summarize the content of the lesson
Homework:
- Do exercise in workbook (part C)
- Prepare: Skill 1
Kiểm tra ngày tháng năm 
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WEEK:31	 	 Preparing date: 
Period: 90 	 Teaching date: 
Unit 11: TRAVELLING IN THE FUTURE
Lesson 5: Skills 1
I./. OBJECTIVE: By the end of the lesson, Ss can: - read a text about special vehicles
 	 - give facts or opinions
1. Knowledge:
a. Vocabulary: The lexical items related to future means of transport and movement.
b. Grammar: will for future prediction, Possessive pronouns 
2. Skills: Practicing skills
3. Attitude: - Positive about travelling in the future.
 - Students know how to learn English in right way.
 - Ss are interested in means of transports.
4. Competences:
- Co-operation
- Self- study
- Using language to talk about future means of transport and movement.
II./. PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practicing, discussion group, technical present .
IV./.PROCEDURE
Teacher’s and students’ activities
Content
ACTIVITY 1: WARM-UP 
Aims: make sts change the state from relaxation to concentration
Contents: Tell students in this lesson they will have the opportunity to learn about travelling in the future
Products:
brainstorming
Organization:
Brainstorming: means of transport
ACTIVITY 2: KNOWLEDGE FORMATION (20’) 
Aims: promote reading skills
Contents: 
Passage
Extra vocabulary with students. it. 
Products:
Key to Task 3, 4
Vocabulary
Organization:
II. Reading:
Pre- reading 
1. Ask Ss to look at the pictures and describe what they see. If the pictures are too small, T can prepare bigger photos of a hover scooter, a monowheel, and a Segway. Help Ss to find out the connection between the pictures by asking questions such as: How many people can travel on them? Where are these vehicles used? How can these people control the vehicles? Do not give the names of the vehicles at this point.
- Elicit the new words
While- reading
2. Ask Ss to read the text and try to identify which picture is a hover scooter, a monowheel, and a Segway. Ask Ss to explain their decisions.
3. Ss work individually then compare the answers with their partners.
4. Ss work in pairs to complete the task. Ask Ss to underline the words in the text that help them to find the answers.
For more able class, ask Ss if they agree or disagree with what the author says and why.
Suggested answers: 
These are all personal of transport. One person can travel on them. They are all used for ground transport. People control them by using handlebars
I. New words
Flop (v): thất bại
Hover scooter (n): xe trượt trên mặt đất
Monowheel (n): xe đạp một bánh
Pedal (n), (v): bàn đạp
Segway (n): Segway (tên một loại phương tiện giao thông di chuyển bằng sự di chuyển tay lái)
Pull (v): kéo> < push
Handle (n): tay cầm
Create (v) – Creation (n)
II. Activities
Activity 3
Key:
1. invention 2. flop 3. weird
Activity 4:
1. The Segway.
2. Maybe because a personal hover scooter is expensive, and it may be difficult to park.
3. The monowheel.
4. The Segway
ACTIVITY 3: PRACTICE (15’) 
Aims: 
Improve speaking and reading skills
Contents: 
- Task 4, 5
Products:
This part helps Ss understand more about travelling in the future
Organization:
3. Speaking:
5. Explain the Study Skill box for opinion signal words. T may bring in some photos or write on the board some interesting topics and ask Ss for their opinions. Ask Ss to use opinion signal words where possible.
Remind Ss of the difference between a fact and an opinion that they have learnt in Getting Started. Ss work in pairs to complete the task.
Activity 5:
1. fact 
2. opinion 
3. opinion
4. fact 
5. opinion 
6. fact
ACTIVITY 4: Further practice
Aims: widen the topic to earn more knowledge about travelling in the future
Contents: 
Products:
- old vocab
- old grammar
Organization:
- Ss work in pair to prepare their presentation about the vehicle. Remind them to use statements about both facts and opinions. Ss can add their own ideas where possible. Call on some pairs to present it to the class.
Homework: (2)
- Learn new words and phrases
- Prepare for skills 2.
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Kiểm tra ngày tháng năm 
 .
WEEK:32	 	 Preparing date: 
Period: 91 	 Teaching date: 
Unit 11: TRAVELLING IN THE FUTURE
Lesson 6: Skills 2
I./. OBJECTIVE: By the end of the lesson, Ss can: - listen for specific information about inventions of future means of transport.
- Write a paragraph about future means of transport.
1. Knowledge:
a. Vocabulary: The lexical items related to future means of transport and movement.
b. Grammar: will for future prediction, Possessive pronouns 
2. Skills: Practicing skills
3. Attitude: - Positive about travelling in the future.
 - Students know how to learn English in right way.
 - Ss are interested in means of transports.
4. Competences:
- Co-operation
- Self- study
- Using language to talk about future means of transport and movement.
II./. PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practicing, discussion group, technical present .
IV./.PROCEDURE
Teacher’s and students’ activities
Content
ACTIVITY 1: WARM-UP 
Aims: chatting to make sts change the state from relaxation to concentration
Contents: 
All about the topic travelling in the future
Products:
Sts know new words to talk about vocabulary related the topic.
Organization:
Chatting: Which transport do you think of in the future?
ACTIVITY 2 : KNOWLEDGE FORMATION (20’) 
Aims: 
- promote listening skill
- help sts learn extra vocabulary
Contents: 
Audio about travelling and means
Products:
Key to Task 1, 2, 3, 4
Organization:
Listening 
1. Have Ss guess the answers first. Tell Ss that the questions ask about what they think, and not what is true about the vehicle. Remind them to use opinion signal words where possible. Do not give corrective feedback.
- Accept all answers from Ss and ask them to explain why they think so.
2. Play the recording and ask Ss to check their answers in 1.
3. Ss work individually to answer the questions and compare the answers with their partners.
4. Ss work in pairs to do the task. Give correct feedback and play the recording again if necessary.
I- Listening
1. Look at the picture. Which do you think are the correct options below?
- Ss’ opinion
2. Now listen and check your answers.
1. can 
2. doesn’t
3. not easy
4. can’t
5. is
3. Listen again and answer the following questions.
1. The vehicle is called TF-X
2. It can travel at 300 kph.
3. It was designed in 2013.
4. Tick the benefits of this vehicle that are mentioned in the recording.
1. It can avoid traffic.P
2. It can avoid bad weather. (not mention)
3. It travels fast. P
4. You can invite three of your relatives and three of your friends to travel with you on this vehicle at the same time. (the car has two seats)
5. Learning to drive the car is simple. P
ACTIVITY 3: PRACTICE (15’) 
Aims: 
- promote writing skill
- help sts learn extra vocabulary
Contents: 
Vocabulary and structures to talk about travelling in the future
Products:
Key to Task 5, 6
Organization:
Writing 
5. Refer to the text in Reading to support Ss in this task.
6. Have Ss swap their writing with each other. Ask them to identify facts and opinions. For more able classes, ask Ss to give their own feedback about their friend’s writing.
II- Writing
5. Write a short paragraph about a future means of transport in this unit. Include both facts and your opinions about the vehicle.
- name of mean of transport.
- how it looks
- how its functions.
- what you think about it.
6. Swap your writing with your partner. Find which sentences are facts, and which ones are opinions. Do you agree or disagree with your friend’s opinions?
- Name of the transport.
- how it looks
- how it functions
What