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Tuần 19 Tiếng Anh 8 Period 55: Ôn tập học kỳ I (Chữa bài kiểm tra học kỳ I) I/- nội dung đề: Bài 1: Chọn đáp án đúng để hoàn thành các câu sau (2 đ) 1/ ". . . . . this week?" "No, she's on holiday". a. Is Susan working b. Does Susan work c. Does work Susan d. Has Susan worked. 2/ Nam . . . . . for a few minutes. a. left b. has left c. leaves d. had left. 3/ I'll tell Lan all the news when . . . . her. a. I'll see b. I'm going to see c. I see d. I shall see. 4/ The librarian asked us . . . . . so much noise. a. don't make b. not make c. not making d. not to make. 5/ What did the man say . . . . . ? a. at you b. for you c. to you d. you. 6/ I like . . . . . the kitchen as often as possible. a. clean b. cleans c. cleaning d. that I clean. 7/ Everyone's heard of A senal. They're one of . . . . . teams in the World. a. the famousest b. more famous c. the most famous d. famouser. 8/ Lan's . . . . . sister is still at school. Her . . . . . sister is a nurse. a. older/younger b. younger/older c. elder/younger d. younger/elder. II/- Chia trong ngoặc: (3 đ) 1. He (write) 10 letters since breakfast. 2. We (not eat) in that restaurant for two years. 3. "You (see) your friend lately?" "Not. For 3 days". 4. She used to (live) here with her uncle. 5. Nga has a movie ticket. She (see) a movie tonight. 6. Yesterday, Hoa's friend Nien (send) Hoa a letter. Nien (be) Hoa's neighbor when Hoa lived in Hue. She (be) younger than Hoa. 7. What you (do) now? I (read) a book. III/- viết lại các câu sau sao cho nghĩa của câu không thay đổi: (2 đ) 1. "Shut the door but don't look it" he said to us/ He told . . . 2. You know much about cars but I know more/You don't . . . 3. My salary is high but yours is higher/My salary isn't . . . 4. "Can I borrow your book?" / He asked me . . . 5. "I feel sick if I eat too much ice cream/Eating . . . biÓu ®iÓm bµi i: Chän ®¸p ¸n ®óng: 0,25 x 8 = 2 ®iÓm. 1 - a 5 - c 2 - b 6 - c 3 - c 7 - c 4 - d 8 - d bµi 2: Chia ®éng tõ:0,3 x 10 = 3 ®iÓm. 1. has written. 2. haven't eaten. 3. Have - seen. 4. live. 5. is going to see. 6. sent / was / is. 7. are - doing / am reading. bµi iii: ViÕt l¹i c©u: 0,4 x 5 = 2 ®iÓm. 1/ He told us to shut the door but not to lock it. 2/ You don't know as much about cars as I do (me). 3/ My salary isn't as high as yours (is). 4/ He asked me to lend him my book. 5/ Eating too much ice cream makes me sick. TuÇn 19 Period 56 Unit 9: A first - aid course Part: Listen + Read I/- Aims: Helping students: - with the knowledge of the situation which require first-aid. - to make and respond to offers, promises and requests. - to write a thank - you note. II/- languge focus: 1. in order to, so as to. 2. Making requests, offers and requests using modal "will". 3. Future simple with "will/shall". III/- vocabulary: Verbs to (bleed): to (elevate): to minimize: to lie flat: to lower: to over heat: to ease: Adjectives: concious: Sterile: Nous bite: burn: crutch emergency: eye chart: fainting: injection: promise: shock: sting: stretcher: treatment: victim: wound: ambulance: parademic: wheelchair tissue damage: IV/- teaching-aids: Pictures on page 80, cassette, gap fill chart, drawing. v/- procedure: Stage Activities work arrangement Getting Started: Warm-up Pre-reading Kim's game: - Ask Ss to open their books and look at the things on page 80 (for 20") Tell them these things are used for first-aid. - Devide the class into two groups. - Ask Ss to close their books and go to the black board to write the names of the things they've just seen from memory (in E or V). - Tell them the group having the most right E words is the winner. - Have Ss, open the books again and go through the words in E. * Answer Key: 1. emergency room. 4. ice. 2. Sterile dressing. 5. water pack. 3. medicated oil. 6. alcohol. - Ask Ss to discuss and write down what they'd do in these situations which require first-aid. - Call on some groups to give their answer and correct. Possible answers. + A girl has a burn on her arm -> use cold water/ice to ease the pain. + A boy has a bad cut on his leg -> Use alcohol/medicated oil/ sterile dressing. + A girl has a nose bleed -> use a hand kerchief to stop the bleeding tell her to lie down. + A boy has a bee sting -> use medicated oil. Listen + Read: 1. Pre-teach vocabulary: - ambulance (picture) - emergency (T: When do we need an ambulance?) S -> When there's an emergency. - Whole class. - Team work. - Whole class. - Group work. T - S - unconcious = concious (T: What's "bÊt tØnh" in English?) Stage Activities work arrangement While- reading Post- reading Homework + to (bleed) -> the bleeding (When you have a cut, the cut will bleed) - Have Ss copy the vocabulary in their note books -> Checking technique: Slap the board. - Put the new words in Vietnamese or drawing allover the board - not in a list. - Call 2 Ss or 2 teams in both sides to the front of the class standing at equal distance from the blackboard. - Call out one of the new words (in E) in a loud voice. - Two Ss must run forward and slap the word the student who slaps the correct nord first is the winner and gets a mark Xe cøu th¬ng BÊt tØnh Ca cÊp cøu Ch¶y m¸u 2. Gap fill Prediction: "There was an emergency at Lan's school. A student . .(1). . off her bike and hit her head on the road. She was . .(2). . but she cut her head and the . .(3). . was . .(4). . badly. Lan telephoned Bach Mai Hospital and asked the nurse to send an . .(5). . to QT school. - Ask to predict the words in the gaps. - Call on some Ss to go to the board and write their words. - Have Ss open their books, listen to the tape while reading the dialogue. - Check if Ss's predictions are right or not. Answer Kay: 1. fell 3. cut 5. ambulance 2. concious 4. bleeding 3. Comprehension questions. - Ask Ss to read the dialogue again and select the topics covered in the dialogue. - Tell Ss to write their answers on a sheet of paper and hand in after fishing. - Collect Ss' papers and correct. -> An swer: a, b, c, e, f. 4. Role Play: - Have Ss in turns play the roles to demonstrate the dialogue. - Whole class. - Team work. - Individual. TuÇn 19 Period 57 Unit 9: A first - aid course Part: Speak + Listen I/- Aims: Practice in making and responding to offers, promises and requests. II/- Objectives: By the end of the lesson, Ss can make and respond to request offers, and promises. III/- Teaching aids: Pictures on page 82, 87, 88, chart, posters. IV/- Procedure: Stage Activities work arrangement Warm - up Revision: Network - Draw the net work with an example on the board and use it as a game. - Deliver posters to Ss and ask them to write as much words as possible on their posters. - Ask Ss to stick their posters on the b.b after they finish. - Tell them the group to have most right words is the winner Situation which have a snake bite require first - aid Speak: 1. Set the scene: - Ask Ss questions to elicit the models. - Have Ss repeat 2 or 3 times before writing them on the b.b. - Underline the key words. Questions: 1. I want to get me a bandage. How can I say? 2. I'd like you to come to my party. How can I say? 3. I tell my mother that I'll surely finish my work before bedtime. How can I say? 2. Model Sentences: 1) Will you (please) get me a bandage? 2) Would you like to come to my party? 3) I promise I will finish my homework before bedtime. Group work of 8 - 10 Ss Stage Activities work arrangement * To make a request: Will Would you (please) + bare infinitive . . .? Could Can - Sure / O.K, All right - I'm sorry I can't . . ./ I'm afraid not. * To make an offer: Will/Won't you Shall I + bare infinitive . . .? Can I Would you like - to infinitive? What can I do/get for you? Can I get you . . . . . ? -> Yes, please. That would be nice. No, thank you. * To make a promise: I promise I'll / I won't . . . I will . . . . I promise. I promise to . . . . . -> I hope so / Good / I'm glad / Don't forget. - Get Ss to copy. Matching: - Hang the chart with the statements on the board. - Ask Ss to look at the pictures on page 82 and match the situa with the statements. 1. The girl has a burn on her hand. 2. The girl has a bad fewer. 3. The boy has just broken the vase. 4. The boy has a head ache. 5. The boy has a snake bite. -> 1 . a 2 . b 3 . c 4 . b 5 . c Stage Activities work arrangement Picture Drill: - Indentify the situations in the pictures: Picture a -> request Picture b -> offer / request. Picture c -> offer / request. Picture d -> offer Picture e -> promise. Listen: - Ask Ss to look at the picture in their books again and match the letter A, B, C, D, E, F to the correct words in the box. -> A -> Ambulance D -> eye chart B -> wheelchair E -> scale C -> crutches F -> stretcher - Tell Ss they are going to listen to a paragraph about the activities taking place in an emergency room which contains the words on the board. - Put the words in the table. you guess on tape ambulance wheelchair crutches eye chart scale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 2 6 4 5 Pair work Guess -> Listen -> correct V/- Consolidation + Home work. TuÇn 20 Period 58 Unit 9: A first - aid course Part: Read I/- Aims: Reading for the instructions about some situations requiring first - aid II/- Objectives: At the end of the lesson Ss can use in order to and so as to indicate purposes. III/- Teaching aids: Chart, picture/chaning, mines, 4 card boards. Stage Activities work arrangement Warm - up Pre - teaching While - reading Revision: Bingo - Ask Ss to give nouns for emergency which require first-aid and write them on the board. - Suggested words: burn, cut, bee, sting, snake, bite faiting, shock, nose bleed. - Have Ss choose any 4 words on the board and write them down on a piece of paper. - Call out the words until someone has sticked all the fourwords and shouts "Bingo!" He/She wins the game. Read: 1. Pre teach Vocabulary: - to lie flat (mine/drawing) - to elevate (gesture). - victim (person who needs first-aid). -> Rub out and Remember. 2. Network: - Draw the network with some examples on the board. - Ask Ss to think of what to do in these emergency cases. - Collect and write the Ss odeas on the board. cool the burn with ice fainting burn First-aid Shock Let the victim Don't give the victim lie down any food Have Ss open their books and read the instructions on page Whole class Individual Individual 83/Ask some Ss to go to the board and add the missing information. Stage Activities work arrangement 3. Matching: - Ask Ss to read the statements on page 84 and match three Leadings A, B, C to them. => Answer Key A -> a, c, e B -> b C -> d 4. Grid: - Draw the grid on the board. - Ask Ss to read the instructions again and fill in the information. - Call on some Ss to the board to write their answer. Cases Do Don't Fainting Shock Burns - Have Ss copy the grid in their note books. * Modal Sentences: - Ask the qs to elicit nthe answer. A: Why should we cool the burn immediately? B: We should do it so as to minizine the tissuedamage. in order to - Form: So as to/in order to + bare infinitive. - Meaning: Để. - Use: To indicate purposes. Pair - work Group-work [...]... the letter at the hospital Stage While writing Post writing Home - Activities - Ask Ss to read the statements and predict - Get Ss to give their predictions (only one student for each statement) and write on the board (T/ F) - Ask Ss to look at the letter on page 84 and complete it with the right verb froms - Monitor and help Ss with the tense forms - Call on some Ss to give their answers and correct -... close their books and listen: Nga was sick and she had to go to hospital After she left the hospital, she Teacher wote a thank-you note to Hoa: Why and What did she write? * True / False Predictions: - Hang the poster with the statements of the board: 1 Nga write to thank Hoa for some candy 2 Hoa's gift cheered Nga up 3 Nga'd like Hoa to see her at the hospital 4 Nga is very bored now 5 Nga writes the... to read the whole letter and check if their predictions are right or not Correction: 1 false -> flowers 2 T 3 false -> at her house 4 T 5 false -> ather house * Questions and Answer: - Tell Ss they are going to write a thank you note to a friend and invite him/her to go on a picnic with them - Put the poster with the qs: ? What did your friend give/send you? ? On what occasion? ? What was/were it/they... Luyện cấu trúc adjective + to infinitive - GV giới thiệu cấu trúc It's + adjective (for Sb) + to infinitive Ex: It's difficult to get a good job now It's interesting to learn E - GV yêu cầu h/s làm bài 3 - GV gọi m t vài cặp đọc to câu trả lời - GV đa ra câu trả lời đúng: 0- difficult to follow 1- easy to understand 2- hard to believe 3- dangerour to go 4- important to wait - GV giải thích: T nh t không... Nhóm nào phân loại nhanh và đúng nh t là nhóm chiến thắng IV/- Bài mới: HĐ của thày HĐ của trò - GV dẫn d t: Nh chúng ta đã bi t xung - HS hớng dẫn quanh chúng ta có r t nhiều v t ch t có thể t i sử dụng Tuy nhiên không phải t t cả chúng ta đều đã bi t những v t này đợc t i chế, trong ti t học này thông qua ho t động vi t, chúng ta sẽ bi t cách t i chế giấy và t i chế thành những v t dụng có ích - GV... received the present? ? How do you feel now? ? Do you want to invite your friend to somewhere? If so, then when? ? How will you contact your friend? - Ask some Ss to answer the questions orally - Have Ss practice speaking to each other - Moniter and correct - Ask Ss to join the sentences into a paragraph (not put any number 1, 2, 3 ) to make it a thank-you note - Tell Ss to write their letters on a sheet... án đúng a T b T c F (not in a bus but in a taxi) d T e T f F (not only rice and corn but also sugar canes are grown around Ha Noi) * Further Practice: - GV yêu cầu HS gấp sách GV đa ra m t số ho t động của gia đình ông bà Jones HS phải sắp xếp những việc này theo thứ t trong bài + Các sự kiện: a They stop to take somephotos b They get into the car to Ha Noi c Hoa meets Tim at the airport d Tim sees... cầu HS luyện t p đoạn HT theo nhóm - GV gọi HS đọc bài - GV hỏi thêm m t số câu hỏi về nội dung bài hội thoại: ? Where does Hoa meet Tim? ? Who does Tim come to VietNam with? ? How do they travel to Ha Noi? ? How long does it take them to get to Ha Noi? ? What does Tim like to do on the way to Ha Noi? * GV hớng dẫn làm bài t p 2 - GV gọi m t vài HS đọc to câu trả lời và giải thích câu trả lời của mình... of paper to hand in or in their exercises note books * Exhibition: - Divide the class into 4 groups and choose a letter rand only in each group - Ask 4 groups to copy 4 choosen letters on posters then put them on the board -> compare, correct - Ask Ss to use the same format to write another letter to work arrangement Individual Individual Teacher - Ss T - Ss Pair work Individual Group work Teacher Individual... bottles, plastic wares * Metal: food cans, drinking cans, tins * Vegetable matter: fruit peels, vegetables * Fabric: clothes, pieces of materials HĐ của trò - HS luyện t p theo cặp - HS trình bày những v t nhìn thấy trong tranh - HS nghe hớng dẫn - HS luyện t p - HS so sánh câu trả lời - HS đọc to câu trả lời - HS tham khảo * Leather: Schoes, sandals, school bags HĐ của thày HĐ của trò - HS trả . Ss to read the statements and predict. - Get Ss to give their predictions (only one student for each statement) and write on the board (T/ F). - Ask Ss to. the hospital, she wote a thank-you note to Hoa: Why and What did she write? * True / False Predictions: - Hang the poster with the statements of the board: