Giáo án tiếng anh global success 8 cv 5512 unit3

Giáo án tiếng anh global success 8 cv 5512 unit 3 Giáo án tiếng anh global success 8 cv 5512 unit3 Giáo án tiếng anh global success 8 cv 5512 unit3

- Date of preparing:………… - Period:

- Date of teaching: - Week:

UNIT 3: TEENAGERS Lesson 1: Getting started – It’s great to see you again!

I OBJECTIVES:

By the end of the lesson, students will be able to:

- Gain an overview about the topic Teenagers

- Gain vocabulary to talk about teenagers

II LANGUAGE ANALYSIS

1 Knowledge:

* Vocabulary: forum (n), stress (n), stressful (adj), pressure (n), user-friendly (adj),midterm (adj)

2 Skills: Reading, Listening and Speaking

3 Attitude: Show their sympathy with friends and responsibility for themselves

talking about teenagers and their problems

4 Competences:

- Develop communication skills and creativity

- Be collaborative and supportive in pair work and teamwork

- Actively join in class activities

III MATERIALS

- Grade 8 textbook, Unit 3, Getting started

- Computer connected to the internet

- Projector / TV / Pictures, cards

- hoclieu.vn

IV PROCEDURES : (STAGES)

1 Warm-up (5’)

* Aim: - To create an active atmosphere in the class before the lesson;

- To review the previous unit;

- To lead into the new unit

- Review the previous unit before Ss open their books:

* Content: - Have some warm-up activities to create a friendly and relaxed atmosphere to

inspire Ss to warm up to the new class

* Products: - Having a chance to speak English and focus on the topic of the lesson.

* Organization of implementation

*Warm up: Team work

T -Ss

- T divides the class into 2 teams

- T shows 9 different pictures

- Students are shown different pictures and they need

Warm up: Game: I.N.I.T.I.A.L GAME

to take the first letter from each picture to form the

mystery word

- Which team finds the mystery word first will become

the winner

* Chatting

- Teacher leads students into the lesson by telling

what they are going to learn: “In the lesson today, we

are going to read and know some information about

Teenagers”

- T leads to the new unit Write the unit title

Teenagers on the board Ask Ss to guess what they are

going to learn about in this unit

2 Presentation (5’)

* Aim: - To set the context for the introductory dialogue;

- To introduce the topic of the unit

* Content: learn some vocabularies related to the topic.

* Products: - Students read and understand the meaning of vocab.

- Students understand the conversation; topic of the lesson,…

- Students know how to to play the game “rub out and remmember”

* Organization of implementation

Pre teach vocabulary

- Teacher introduces the vocabulary

- Teacher introduces the vocabulary by:

providing the pictures, eliciting the definition of the

- Teacher reveals that these four words will appear

in the reading text and asks students to open their

textbook to discover further

* Checking vocab: < rub out and remmember >

VOCABULARY:

1 forum /ˈfɔːrəm/ (n): diễn đàn

2 stress /stres/ (n): sự căng thẳng

3 stressful /ˈstresfl/ (adj): căng thẳng, tạo

áp lực

4 pressure /ˈpreʃə(r)/ (n): áp lực

5 user-friendly /ˌjuːzə ˈfrendli/ (adj): thânthiện với người dùng, dễ dùng

6 midterm /ˌmɪdˈtɜːm/ (adj): giữa kỳ

RUB OUT AND REMEMBER

3 Practice (38’) Task 1: (7’)

* Aims: To have students to get the context for the introductory conversation and introduce the

topic of the Unit

* Content: Listend and read the conversation and do some tasks.

* Products: Students read and understand the meaning of the text Student know how to play

roleplay

* Organization of implementation:

Teacher’s and Ss’activities Content

Task 1: T-Ss

* Set the sences: T-Ss

- Teacher can play the recording more than once

- Students listen and read

- Teacher can invite some pairs of students to read

- Who are the people?

- What might they be talking about?

Suggested answers:

- They are teacher and students

- They are in a class meeting

- They are discussing their class forum, club activities to participate in, and their problems

Task 2:(7’)

* Aims: - To help Ss read for specific information about the class meeting

* Content: Read the conversation again and tick T (True) or F (False) for each sentence.

* Products: Ss say the answer aloud ( pairwork)

- Ask them to underline the key words and phrases

in the statements Then have pairs work together

for one or two minutes to do the task

- Have Ss read out the statements and say if the

statements are true or false

- Make sure they pronounce the words correctly

- Teacher checks the answers as a class and gives

* Aims: - To help Ss learn words and phrases related to different school clubs;

*Content: Look at the pictures and complete a word or phrase from the box under the correct

- Teacher asks students to work individually to

complete the phrases under the pictures with the

given verbs

- Students work individually to complete the task

- Teacher allows students to share answers before

discussing as a class

- Teacher asks students to say the phrases aloud

Task 3: Write a word or phrase from

the box under the correct picture (Ex 3,

and makes sure they pronounce the words and

phrases correctly Teacher can ask for translation

to check their understanding

- Teacher checks the answers as a class and gives

feedback

5 sports club

6 chess club

Task 4: (7’)

* Aims: To help Ss further understand the text

* Content: Complete each of the sentences with a word or phrase in 3 There is one extra word

or phrase

* Products: Students know more new words about school clubs, understand the conversation;

topic of the lesson

* Organization of implementation:

Task 4:T-Ss, Ss-Ss

- Teacher asks students to work independently to

complete each sentence with a word or phrase in 3

- Students fill in the blanks with the most suitable

words/phrases

- Teacher allows students to share answers before

discussing as a class

- Teacher can ask students to read aloud the full

sentences and correct their pronunciation if

* Aims: - To help Ss practise asking and answering questions for more information about their

peers, and reporting information they have gathered;

- To create a fun atmosphere in the class

* Content: Ask and answer the questions below Report your friend’s answers to the class.

* Products: Students can report their friend’s answers about types of social media, kinds of

pressure and clubs to the class

- Teacher encourages students to provide their

partners with as much information as possible,

using vocabulary they have learnt when they

answer the questions

- Teacher asks some students to report information

about their partners

- Teacher and other students listen and comment

Task 5: Ask and answer the questions below Report your friend’s answers to

the class (Ex 5, p 29) Questions:

1 What types of social media do you have?

2 What kind of pressure do you have?

3 What clubs do you participate in?

4 Why do you choose to participate in that club?

3 Consolidation ( 3’)

* Aim:To consolidate what students have learnt in the lesson.

* Content: Vocab about teen school clubs and name a list of school clubs and pressures.

* Products: Say aloud some words they remember from the lesson.

* Organization of implementation

- Teacher refers to the unit title again, then

together with students, orally list the issues that

the teacher and students discuss in their class

meeting

- Teacher asks students to add any other issues

relevant to teenagers which are not mentioned in

the conversation

- Teacher asks students to name several school

clubs, pressure, and social media

Name several school clubs, pressure, and

social media

4 Homework (2’)

* Aim: To revise the lesson and prepare for the next lesson.

* Content: Review the lesson and prepare for the next lesson and do exersise in the workbook

* Products: Students’ textbook and workbook

* Organization of implementation

- T reminds Ss to do homework and prepare the

new lesson

- Learn by heart all the new words

- Name a list of school clubs and pressures

- Do exercises in the workbook

- Start preparing for the Project of the unit:Teacher randomly puts Ss in groups of 4

or 5 and asks them to brainstorm about theclub they would like to have at school and make a poster about it Students will show and present their posters in Lesson 7 – Looking back and Project (Teacher should check the progress of students’ preparation after each lesson.)

- Prepare lesson 2 ( A closer look 1).

*- Evaluation:

………

………

…………

- Date of preparing:………… - Period:

- Date of teaching: - Week:

UNIT 3: TEENAGERS Lesson 2: A closer look 1

I OBJECTIVES:

By the end of the lesson, students will be able to:

- Vocabulary: Identify the combination of some verbs and verb phrases that are often used when teens talk about using social media

- Pronunciation: Distinguish two sounds /ʊə/ and /ɔɪ/ correctly

II LANGUAGE ANALYSIS

- To teach students to raise ss’ awareness of social media.

- To teach students to have good attitude to school pressure.

4 Competences:

- Develop competencies of communication, cooperation, and self-management.

- Be collaborative and supportive in pair work and teamwork

- Actively join in class activities

III MATERIALS

* Preparation:

1 Teacher: Text books , pictures, planning , …

- Grade 8 textbook, Unit 3, A closser look 1

- Computer connected to the internet

- Projector / TV / Pictures, cards

- hoclieu.vn

2 Students: Text books, notebooks, posters, ….

IV PROCEDURES : (STAGES)

1.Warm-up (5’)

* Aim:- To create an active atmosphere in the class before the lesson.

* Content: Have some warm-up activities to create a friendly and relaxed atmosphere to

inspire Ss to warm up to the new class

* Products: Having a chance to speak English and focus on the topic of the lesson.

* Organization of implementation

* Warm up (Individual work)

T –Ss

- Teacher has students play in two groups

*Game: Word puzzles

and explains the game rules.

- Teacher gives students a few minutes to

play a game Have students play in two

groups

- Teacher asks students to find 6

meaningful words in the puzzles

- The team with the more correct answers

wins

- Teacher confirms the answers and gives

feedback

- Teacher leads in the new lesson Answer key: CHECK; POST; WEBSITE;

CLIP; PICTURE; CONNECT

1 Presentation vocabulary (7’)

* Aim: - To enrich students’ vocabulary

* Content: Some vocab about the community services.

* Products:Read and understand the meaning of words.

* Organization of implementation:

- T - Ss :

- Pre teach vocabulary

- Teacher use different techniques to teach

vocab (pictures, explanation, ….)

- Repeat in chorus and individually

- Copy all the words

*Checking vocab: <slap the board>

2 browse /braʊz/ (v) = to look at things / check over sth: đọc lướt, tìm (trên mạng)

3 notifications /ˌnəʊtɪfɪˈkeɪʃn/ (n): thông báo

4 log on (to) /lɒɡ ɒn tə/ (v): đăng nhập

5 check /tʃek/ (v): kiểm tra

6 account /əˈkaʊnt/ (n): tài khoản

Slap the board

2 Practice (30’) Task 1: (5’)

* Aims: To introduce some verbs and verb phrases that are often used when teens talk about using social media

* Content: Circle the correct options to complete the phrases

* Products: Students say the correct answers aloud.

* Organization of implementation:

Task 1:T –Ss : Ss- Ss (pair work)

- Teacher has read aloud the verbs in A

and words / phrases in B

- Students work in pairs to match the verbs

Task 1: Circle the correct options to

complete the phrases (Ex 1, p 30) Answer key:

1 A

in A with words / phrases in B

-Teacher asks them to share their answers

in pairs before checking the answers as a

class

- Teacher invites students to take turns to

read out their answers and corrects their

pronunciation if needed

- Check the answers as a class

- T can also ask students to add more words

/ phrases to the verbs to make other

phrases This way, T can broaden students’

vocabulary if they are ready

* Aims: - To introduce some verbs and verb phrases that are often used when teens talk

about using social media

- To allow students to use the learnt words / phrases in contexts

* Content: Use the correct form of the verbs in 1 to complete the sentences.

* Products: Students’ know more new verbs and verb phrases that are often used when

teens talk about using social media

* Organization of implementation

Task 2: T-Ss, Ss - Ss

- Teacher asks students to work

individually to complete each of the

sentences with a suitable verb from 1 All

of these words / phrases have been learnt

in

- Students do the task individually

-Teacher allows students to swap their

textbooks to peer check first

- Teacher has some students read aloud the

complete sentences

- Teacher confirms the answers, gives

feedback and corrects students’

pronunciation if necessary

Task 2: Use the correct form of the verbs

in 1 to complete the sentences (Ex 2, p 30)

* Aims: To allow students to use the learnt words in contexts.

* Content: Choose the correct answer A, B, or C.

* Products: Students know how to use learned words/ phrases in context.

* Organization of implementation:

Task 3:T-Ss, Ss-Ss( work group)

- Teacher asks students to work

Task 3: Choose the correct answer A, B, or

C (Ex 3, p 30)

individually to choose the correct answer

for each sentence

- Students swap their answers with their

partners

- Teacher checks the answers as a class

- Teacher can also ask some students to

read out their answers Then have students

read the sentences aloud as a class Correct

students’ pronunciation if necessary

* Aims: - To help students identify how to pronounce the sounds /ʊə/ and /ɔɪ/.

- To help students practise pronouncing the sounds /ʊə/ and /ɔɪ/ in context

* Content: Listen and repeat the words Pay attention to the sounds /ʊə/ and /ɔɪ/ Then put

the words into the correct columns

* Products: Students pronounce the sounds /ʊə/ and /ɔɪ/ correctly

* Organization of implementation:

Task 4: T-Ss, Ss – Ss (pair work)

- Teacher has students listen to the

recording once first Then asks students to

read out the words

- Students listen to the recordings and read

out the words

- Teacher plays the recording for them to

listen and repeat each word as a class, then

as individuals

- Teacher plays the recording as many

times as possible

- Teacher has students complete the task

and checks answers as a class

- Teacher check students’ pronunciation if

needed

Task 4: Listen and repeat the words Pay attention to the sounds /ʊə/ and /ɔɪ/ Then put the words into the correct columns (Ex

* Aim: To help students practise pronouncing the sounds /ʊə/ and /ɔɪ/ in sentences.

* Content: Listen and practise the sentences Underline the words with /ʊə/ and circle the

words with /ɔɪ/

* Products: Students pronounce the sounds /ʊə/ and /ɔɪ/ correctly and answer in your

notebooks

* Organization of implementation

- Teacher has some students read the

sentences first

- Teacher plays the recording for students

to listen to, then repeat each sentence after

Task 5: Listen and practise the sentences Underline the words with /ʊə/ and circle the words with /ɔɪ/ (Ex 5, p 30).

the recording

- Teacher plays the recording as many

times as necessary

- Teacher asks them to underline the

words with the sound /ʊə/ and circle the

words with the sound /ɔɪ/

- Teacher invites some students to share

their answers

- Teacher checks the answers as a class

- Teacher plays the recording again and ask

students to repeat each sentence after the

recording Teacher confirms the answers

- Teacher calls some students to read the

sentences individually

Answer key:

1 She is a noisy and curious girl

2 They joined a full-day city tour

3 I found it enjoyable to watch the tournament

4 She’ll record our voices during the interview

5 He is not acting very mature and is starting

to annoy me

4 PRODUCTION (5’)

* Aim: To test students' quick reaction to the targeted sounds.

* Content: - Game: Slap the board

* Products: Students check the distinguish between the sounds /ʊə/ and /ɔɪ/

* Organization of implementation:

* Teacher explains the rules:

- Teacher writes on the board 15 words

with the sounds /ʊə/ and /ɔɪ/

- Teacher divides students into 2 teams

- When teacher reads out word by word,

one student will run to the board and slap

on the correct word with the correct sound

- The team with more correct answers will

be the winner

- Students play the game

- Teacher invites the winner to read aloud

their sentences

- Teacher gives feedback

* Assessment

- T and other students listen and give

corrections to others’ pronunciation

* Game: Slap the board (5 mins)

15 words with the sounds /ʊə/ and /ɔɪ/:

noisy, toy, boy, soil, avoid, annoy, voice, enjoy, choice

* Consolidation (4’)

* Aim: - To summarise what students have learnt in the lesson.

* Content: Summarize the main content in the lesson.

* Products: Say aloud what they have just learnt in front of the class.

* Organization of implementation:

- Teacher asks students to summarise what

they have learnt in the lesson - Remmember new words- List some other learned words/ phrases

- Teacher asks them to list some verb

phrases learned in the lesson

- Teacher asks them to list some other

learned words/ phrases related to teenagers’

activities or pressure, paying attention to

their pronunciation

- Teacher asks them to give 2 sounds

learned in the lessons and give examples

related to teenagers’ activities or pressure

- Give 2 sounds learned in the lessons and give examples

* Homework (1’)

* Aim: - To revise the knowledge that students have gained in this lesson

- To allow students finalize their versions after being checked by friends and teacher

* Content: Review the lesson and prepare for the next lesson and do exersie in the

workbook

* Products: Students’ textbook and workbook

* Organization of implementation:

- T reminds Ss to do homework and prepare

the new lesson - Learn by heart all the new words.- List some other learned words/ phrases

related to teenagers’ activities or pressure

- Give 2 sounds learned in the lessons and give examples

- Do exercises in the workbook

- Prepare lesson 3 ( A closer look 2).

* Evaluation:

………

………

- Date of preparing:………… - Period:

- Date of teaching: - Week:

UNIT 3: TEENAGERS Lesson 3: A closer look 2

I OBJECTIVES:

By the end of the lesson, students will be able to know how to:

- Review the knowledge of simple sentences

- Distinguish between simple sentences and compound sentences

- Identify words that connect independent clauses

- Apply the coordinating conjunctions or conjunctive adverbs to combine two sentences

II LANGUAGE ANALYSIS

1.Knowledge:

* Grammar:

A Simple sentences: Made up of one independent clause

B Compound sentences: Made up of two or more independent clauses and they are

joined by

- coordinating conjunctions: for, and, but, or, so

- a conjunctive adverb: however, therefore, otherwise.

2 Skills: Listening, speaking, reading and writing

3 Attitude:

- To raise students’ awareness of social media

- To teach students to have a good attitude to school pressure

4 Competences: Students know how to:

- Develop competencies of communication, cooperation, and self-management.

- Be collaborative and supportive in pair work and teamwork

- Actively join in class activities

III MATERIALS

* Preparation:

1 Teacher: Text books , pictures, planning , …

- Grade 8 textbook, Unit 3, A closser look 2

- Computer connected to the internet

- Projector / TV / Pictures, cards

- hoclieu.vn

2 Students: Text books, notebooks, posters, ….

IV PROCEDURES : (STAGES)

1.Warm-up (5’)

* Aim: To create an active atmosphere in the class before the lesson.

* Content: Game: Board race

* Products: Students to have a chance to speak English and focus on the topic of the lesson.

* Organization of implementation:

Teacher’s and Ss’activities Content

* Warm up (group work)

- Teacher gives students a few minutes to

revise the simple sentences

- Students work in two teams

- Students receive slips of paper with

simple sentences or compound sentences

- Teacher picks out all the simple

sentences and run as fast as possible to

stick them on the board,

- Then underline the subjects and circle

the verbs of those simple sentences

- The team with the more correct answers

will be the winner

+ Ask each team to read out loud the

sentences they have selected Correct their

pronunciation if necessary

+ The team with the most correct

sentences wins

- Teacher asks students to look at A

CLOSER LOOK 2 on page 31

* Game: BOARD RACE

1 She is a noisy and curious girl

2 They joined a full-day city tour

3 I found it enjoyable to watch the tournament

4 She’ll record our voices during the interview

5 Minh has some problems with his schoolwork.

6 Mark is hard-working; therefore, he usually gets high scores on exams.

7 Mai bought many books, for she likes reading.

8 He is a club member, but he never participates in any of the activities.

2 Presentation (7’)

* Aim: - To review Ss’ knowledge of the simple sentences

- To raise Ss’ awareness of the simple sentences and compound sentences

* Content: - Review simple sentences

- Learn how a compound sentence is formed and conjunctions

* Products: - Recall the form of the simple sentences

- Know how a compound sentence is made up

- Know some coordinating conjunctions and conjunctive adverbs.

* Organization of implementation

- Lead in: To introduce the targeted

grammar of the lesson

- T gives 2 sentences and asks students

to find their subject and verb

- Ask them to check how many

subjects and verbs are in each of the

sentences

- Tell them to read the Remember!

box in pairs before giving further

explanation

- Then T explains to ss what a simple

sentence or a compound sentence is

- Then ask students to underline the

Grammar: Simple sentences and compound sentences

* A simple sentence is made up of one independentclause

Eg1:Minh has some problems with his schoolwork

S V

* A compound sentence is made up of two or more independent clauses

* Connectors

two independent clauses in Eg 2, circle

the words in between the two

independent clauses Tell them that

there are words other than and and but

we use to connect two independent

clauses in compound sentences

- Ask students to read aloud as a class

the words for, and, but, or, so,

however, therefore, otherwise

- Explain the meanings of these words

if necessary Tell students that they can

also call these words connectors.

- Remind students to use a semicolon

(;) before however, therefore, and

otherwise, and the other connectors are

followed by a comma (,)

- Teacher calls on some Ss to give their

ideas

-Teacher confirms and corrects

- coordinating conjunctions: for, and, but, or, so

- conjunctive adverbs: however, therefore, otherwise.

Eg2: Mark is hard-working; therefore, he usually S1 V1 connectors S2

gets high scores on exams.

V2

3 Practice (24’)

Task 1: (4’)

* Aims: To review students’ knowledge of simple sentences.

*Content: Tick the simple sentences

* Products: Students say the key aloud

* Organization of implementation:

Task 1:T –Ss : Ss- Ss

-Teacher has students to work

individually to tick the simple

sentences

- Students work individually to tick

the simple sentences

- Then teacher asks some students to

underline the subjects and circle the

verbs of simple sentences

- Teacher lets students work in pairs

and exchange the answers before

checking with the whole class

(explain each sentence if necessary)

- Teacher confirms the answers and

gives feedback

Task 1: Tick the simple sentences (Ex 1, p 31) Answer key: 1, 2, 4

Task2:(4’)

* Aims: To raise students’awareness of simple sentences and compound sentences.

* Content: Write S for simple sentences and C for compound sentences

* Products: Students read the correct sentences loud and help students know the differences

between simple sentences and compound sentences

- Students work individually to

complete the sentences

-Teacher lets students work in

pairs to write S for simple

sentences and C for compound

sentences; and exchange the

answers

- Teacher asks some students to read out

the sentences and say S or C

- T corrects their pronunciation

Task 2: Write S for simple sentences and C for

compound sentences (Ex 2, p 31) Answer key:

* Aims: To help students distinguish between words that connect independent clauses

* Content: Choose the correct answer A, B, or C.

* Products: Student read sentences aloud and know the differences between words that

connect independent clauses

* Organization of implementation:

Task 3:T-Ss, Ss-Ss

- Teacher has students work

individually to choose the correct

answer A, B, or C

- Teacher reminds them of the

meanings of the connectors and the

punctuation (the comma and

semicolon) for the connectors

- Teacher asks some students to

read out the complete sentences

- Teacher checks the answers as a

class

- Teacher can go around to help

students

- Teacher confirms the answers and

Task 3: Choose the correct answer A, B, or C (Ex

gives feedback.

Task 4:(10’)

* Aims: To help students combine the two sentences to make compound sentences, using the

words from the box

* Content: Combine the two sentences to make compound sentences, using the words from

- Teacher makes model sentence

- Teacher has students work in groups

of four for five minutes to write on

their posters complete compound

sentences using the words in the box

-Teacher reminds them to use

commas and semicolons when

- Then teacher asks them to swap

answers with other groups

- Teacher checks the answers as a

class

- Teacher has the class read out the

sentences Correct their spelling and

grammar mistakes when necessary

- Teacher confirms the answers and

gives feedback

Task 4: Combine the two sentences to make compound sentences, using the words from the

box (Ex 4, p 32) Answer key:

1 Phong has to study harder; otherwise, he may fail

the exam

2 She is very sensitive, so don’t comment on her new hairstyle / She is very sensitive; therefore,

don’t comment on her new hairstyle

3 Mi wants to have more friends, but she doesn’t

connect well with others

4 Students can work in groups, or they can work in

pairs

5 My friend likes showing off her new things; therefore, she often posts pictures on social media /

My friend likes showing off her new things, so she

often posts pictures on social media

4 Production (5’)

* Aims: - To enable students to to make compound sentences correctly

* Content: GAME: Which group has the most sentences?

* Products: Students are able to make compound sentences correctly

* Organization of implementation:

Task 5: T-Ss, Ss - Ss

- Teacher instructs students to play

the game in groups

- Teacher has students work for two

minutes to write compound sentences

using given words on their strips of

paper (the words on the slips of paper

given to Ss can be for, and, but, or,

so, however, therefore, otherwise)

T may instruct students to write their

compound sentences on A1-size

Task 5 GAME: Which group has the most sentences?

Work in groups Each group makes as many compound sentences as possible The group with

the most correct sentence is the winner (Ex 5, p

32)

- Instruct Ss to play the game in groups

- Have Ss work for two minutes to write compound sentences using given words on their strips of paper (the words on the slips of paper given to Ss can be for, and, but, or, so, however, therefore,

paper

- Teacher invites groups to read out

their compound sentences or to stick

the A2-size paper with compound

sentences they have written on the

board

- The group with the most correct

sentences is the winner

-Teacher corrects any grammar and

pronunciation mistakes if necessary

otherwise) T may instruct Ss to write their compound sentences on A1-size paper

- Invite groups to read out their compound sentences

or to stick the A2-size paper with compound sentences they have written on the board

- The group with the most correct sentences is the winner

5 Consolidation (4’)

* Aim: To consolidate what students have learnt in the lesson.

* Content: Summarize the main content of the lesson

* Products: Students say what they have learnt in the lesson

* Organization of implementation

4 CONSOLIDATION (4 mins)

a Wrap-up

- Ask students to summarise what they have learnt in the lesson

- Have them say out loud the connectors (coordinating conjunctions and conjunctive adverbs)they learnt in the lesson

- Have them talk about the meanings of the connectors and how to use commas and

semicolons with connectors

b Homework

- Do exercises in the Workbook

- Teacher asks students to summarise

what they have learnt in the lesson

- Teacher has them say out loud the

connectors (coordinating conjunctions

and conjunctive adverbs) they learnt

in the lesson

- Teacher has them talk about the

meanings of the connectors and how

to use commas and semicolons with

connectors

- Recall the form of the simple sentences

- Know how a compound sentence is made up

- Know some coordinating conjunctions and

conjunctive adverbs

Teachers asks students to do exercises in their Workbook

- T reminds Ss to do homework and

prepare the new lesson - Make 5 sentences in the simple tense.- Make 5 sentences in a compound sentences

- Prepare lesson 4 (Communication)

*- Evaluation:

………

………

…………

- Date of preparing:………… - Period:

- Date of teaching: - Week:

UNIT 3: TEENAGERS Lesson 4: Communication

I OBJECTIVES:

By the end of the lesson, students will be able to:

- Identify how to make requests in English

- Understand some everyday English phrases and expressions about the different social media that are popular among teens, how often and what they use these media for

- Practise reading for specific information

II LANGUAGE ANALYSIS

1 Knowledge:

- Vocabulary: vocabulary on community activities

- Grammar: Making requests:

- Can you…, please?

- Could you…(, please)?

2 Skills: Speaking, reading and writing

- Apply some everyday English phrases and expressions to do exercises and practise them in real situations in daily life

- Make requests in English

3 Attitude: To teach students to work hard, love their school and friends

- To help students to raise students’ awareness of social media popular among teens

- To teach students to have a good attitude when making polite requests

4 Competences :

- Develop competencies of communication, cooperation, and self-management.

- Be collaborative and supportive in pair work and group work

III MATERIALS

* Preparation:

1 Teacher: Text books , pictures, planning , …

- Grade 8 textbook, Unit 3, Communication

- Computer connected to the internet

- Projector / TV / Pictures, cards

- hoclieu.vn

2 Students: Text books, notebooks, posters, ….

IV PROCEDURES : (STAGES)

1.Warm-up (5’)

* Aim: To create an active atmosphere in the class before the lesson.

* Content: Chatting between teacher and students

* Products: Students present in front of the class, students’correct answers and have a chance to speak

English and focus on the topic of the lesson

* Organization of implementation:

* Warm up:

Chatting:

- Teacher asks students some questions:

+ What do you say when you want sb to tell you the

way to the restaurant?

+ What do you say when you want sb to pass you a

pen?

+ What do you say when you want sb to tell you

more about the music club?

+ What will we do if we want to politely ask

somebody to do sth?

- Teacher leads in the new lesson: If we want to

politely ask somebody to do sth, we make requests

There are two ways of making requests that we will

learn in Lesson 4 Communication

- Teacher asks students to look at

A: Thanks!

Suggested answers:

- Can/ Could you pass me the pen?

- Can/ Could you tell me more about the music club?

2 Presentation (10’)

* EVERYDAY ENGLISH

* Aims: - To introduce two ways to make requests

- To help students practise making requests

* Content: Listen and read the dialogue below Pay attention to the highlighted sentences.

* Products: Help students know two ways of making requests.

* Organization of implementation:

- Teacher plays the recording for students to

listen and read the dialogue between a student

and a school club leader

- Teacher asks students to pay attention to the

highlighted sentences

- Students pay attention to the highlighted parts

- Teacher emphasizes the ways to make requests

(in the contents column)

- Teacher tells students that Can you and Could

you are similar in meaning, and only different in

the degree of formality Could you is more

formal than Can you

- Teacher has students practise the dialogue

Task 1: Listen and read the dialogue below Pay

attention to the highlighted sentences (Ex 1, p

* Aims: To help students practise making requests.

* Content: Work in pairs Make similar conservations, using the cues below.

* Products: Role play and practice in front of the class fluently.

* Organization of implementation:

Task 2: Make similar conversation

-Teacher has students work in pairs to

make similar dialogues

-Students work in pairs to make similar

dialogues, using the contexts given and the

sample requests

-Teacher asks some pairs to practice the

dialogue so that the whole class can give

comments

-Teacher gives feedback as a class

Task 2: Work in pairs Make similar conservations,

using the cues below (Ex 2, p 32)

- Ask to borrow a book from your classmate

Can you lend me your book that you finished reading,

please?

- Request some advice on how to do your science project

Could you tell me how to start a science project?

Task 3:(5’) SOCIAL MEDIA POPULAR AMONG TEENS

* Aims: To help students have language input about the different social media that are popular among

teens, how often and what they use these media for

* Content: Read some posts on a forum about different social media and match the names of the

posters with their activities

* Products: Students are able to identify the different social media that are popular among teens, how

often and what they use these media for

* Organization of implementation

- Teacher asks some students to read the

posts aloud

- Teacher has students work in pairs to

read the posts to match the name of the

four teenagers and their activities (1 - 5)

- Teacher asks some pairs to read out their

answers Correct if necessary

- Teacher checks the answers as a class

- If time allows, ask some students to retell

information from the posts or to role-play

Task 4:(10’)

* Aims: To help students practise reading for specific information

* Content: Work in pairs Ask and answer questions about what social media the teens in 3 use, why,

and how often they use them

* Products: Students practise reading for specific information.

* Organization of implementation:

- Teacher has students work in pairs to ask

and answer questions about which social

media each of the four teenagers uses,

what for and how often they use the

media

- Teacher asks them to follow the example

in the Student’s Book

- Teacher invites some pairs to role-play,

asking and answering questions in front of

the class Correct any grammar or

pronunciation mistakes if necessary

Task 4: Work in pairs Ask and answer questions about what social media the teens in 3 use, why, and

how often they use them (Ex 4, p 33)

Model dialogue:

Tom: What social media does Ann use?

Nam: She uses YouTube

Tom: What does she use it for?

Nam: She uploads her videos and watches other people’s videos

Tom: How often does she use it?

Nam: Every day

4 Production (10’)

* Aims: To help students practise asking and answering questions about which social media teens

often use, how often and why they use these media

* Content: Work in groups Discuss the following questions and then report your group’s result to the

class

* Products: Students are able to about which social media they often use, how often and why they use

these media

* Organization of implementation:

- Teacher has students work in groups to

discuss the answers to the three

questions about social media

- Teacher tells them that they can give

more than one reason to explain their

choice

- Teacher asks them to use the information

from the posts in 3 as cues

- Teacher invites group representatives to

report their group’s answers

Task 5: Work in groups Discuss the following questions and then report your group’s result to the

class Report your group’s results to class (Ex 5, p 33)

1 What social media do you use?

2 How often do you use it?

3 What do you use social media for?

5 Consolidation (4’)

* Aims: To consolidate what students have learnt in the lesson.

* Content: Summarize the main content in the lesson.

* Products: Students say what they have learnt in the lesson.

* Organization of implementation:

- Teacher asks students to talk about

what they have learnt in the lesson

- Students retell 2 ways of making

requests and list some popular social

media among teens

- Retell 2 ways of making requests

- List some popular social media among teens

6 Homework (1’)

* Aim: To revise the knowledge that students have gained in this lesson.

* Content: Review the lesson and prepare for the next lesson and do exersie in the workbook.

* Products: Students’ textbook and workbook.

* Organization of implementation

- T reminds Ss to do homework and

prepare the new lesson

- Think about some ways of making requests

- Prepare lesson 5 ( Skills 1)

*- Evaluation:

………

………

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