Giao an 8 ca nam

Period INTRODUCE THE COMPONENTS OF THE TEXT BOOK Teaching date Class 8A 8D I Objectives - By the end of the lesson, Ss will be able to know the basics of each unit Help Ss learn actively T guides Ss how to learn in each section II Preparation Teacher: Text book, teaching plan Students: Text book III Procedure Teacher’s and students activities Contents Oral test (0’) - How are you? - In the new lesson - What’s the weather like today? New lesson: (40’) - Do you have enough text book? * Warm up: Chatting T: Asks Ss some questions * The new English book Ss: Answer the teacher - There are 12 main units Each unit has eight sections At the beginning of every unit, there are explicit learning contents clearly starting the main language and skills to be taught in the unit - T: Introduces Ss the new text book for English - T: Asks Ss to take out their books - Ss:Take out the books - T: Introduces about the book ( The main sections) - Ss: Open the book and check the sections following the teacher guide - T: Guides Ss to how to learn in each section Section1: Getting started; Section 2: A closer look 1; Section 3: A closer look 2; Section 4: Culture and communication; Section Skills 1; Section 6: Skills 2; Section 7: Looking back and project Section 1: Learn the conversation: Including vocabulary, grammar items Section 2: Practise vocabulary, pronunciation Section 3: Main grammar of the unit Section 4: The funtional language Cultural - Ss: Listen to the teacher knowledge of VN and other countries - T: Teaches Ss some commands and activities in class Section 5: Reading & speaking skill - Ss: Make acquainted with class commands and activities Consolidation (3’) - T: Reminds the knowledge Section 6: Listening & writing skill Section 7: Improve ability *Commands and activities: - Look at the board - Open/ close your book - Read after me - Work in pairs/ group Homework (2’) - Prepare unit (Getting started) in advance Teaching date Class UNIT 1: LEISURE ACTIVITIES Period 2: Getting started ……………… ……………… ……………… 8A 8B 8C 8D 8E I Objectives By the end of the lesson, students can: - use the lexical items related to the topic of leisure activities Knowledge: - Vocabulary: items related to the topic ‘Leisure activities’ Skills: Listening, speaking, reading and writing Attitude: To educate the students to love their traditional crafts in Viet Nam II Preparation Teacher: Computer; Pictures in soft book Students: Getting Started Teacher’s and students activities Contents Oral test - In the new lesson New lesson * Warm up: 5’ T: T: Asks Ss to open their books and look at the pictures and the title under GETTING STARTED Ask them some questions: Look at the picture and answer the T’s question: What can you see in the picture? Why you think Mai, Phuc, and Nick are there? 1.Listen and read Act 1: 10’ -Play the recording and have Ss follow along  New words - strick(n): mẹo - folk songs(n):bài hát dân ca a Circle the correct answer -Ss can compare their answers with the bookstore book information in the dialogue and add some more details to their answers craft kit -Ss work individually to circle the folk music Vietnamese correct answer Ss compare their answers with a partner and then b.Which leisure activities you think Phuc, Mai, and Nick have? Tick ( ) the discuss as a class boxes -T goes through each statement and asks Ss how the text and the visual in the dialogue support their answers -T writes the correct answers on the board 1.pet training: Phuc 2.making crafts: Mai 3.reading: Phúc, Nick 4.listening to music: Nick c.Answer the questions -T encourages Ss to explain what they are and to give examples -T:Draws Ss’ attention to the contexts when Mai said ‘Check out this book’ and Phuc said ‘It’s right up your street!’ Together with Ss elicit the meaning of these two expressions Act 2: 25’ -Ss work in pairs to match the words/ phrases in the box to the photos, then they listen together to check their answers 2.Find words/ phrases in the box to describe the photos Then listen to check your answers playing computer games - Ss work individually to the task then compare their answers with a playing beach games partner doing DIY texting -T:Tell Ss they need to look for the surrounding keywords in order to complete the task Note that ‘good’ and ‘satisfied’ fit both items and Consolidation(3’) - Remind the lexical items related to the topic of leisure activities 4.Homework(2’) - Do activity 4, learn by heart the new words UNIT 1: LEISURE ACTIVITIES Period 3: A CLOSER LOOK Teaching date ……………… ……………… ……………… Class 8A 8B 8C 8D 8E I Objectives By the end of the lesson, students can: - use the lexical items related to the topic of leisure activities in context Knowledge: - Vocabulary: items related to the topic ‘Leisure activities’ Skills: Listening, speaking, reading and writing Attitude: To educate the students to love leisure activities II Preparation Teacher: Computer; Pictures in soft book Students: A closer look III Procedure Teacher’s and students activities Oral test Contents - In the new lesson New lesson * Warm up: 5’ - T: Asks some questions T: Act 1: 10’ -T: Asks Ss to work in pairs to examine the pie chart closely in order to understand its contents, including the heading,subheadings,figures,colour codes, source, and notes Act 2: 5’ - What is the pie chart about? Where can you find the information? I.Vocabulary 1.Look at the following pie chart on leisure activities in the US and answer the questions 1.In 2012, people in the US spent 5.1 hours a day on sports and leisure activities 2.The main activities they did include watching TV, socializing and communicating, reading, participating in sports and exercise, using computers for leisure, relaxing and thinking Complete the table with information Have Ss work individually to complete from the pie chart the task (e.g relaxing comes from the verb relax with –ing added, and it refers to the activity) -T: asks Ss to cover the category labels Name of activity Verb relaxing thinking using doing watching reading socialising communicating relax think use watch read socialise communicate Act 3: 5’ - Have Ss work individually to complete this task Once they have finished - Ss work in pairs to compare their answers Act 4: 15’ - T helps Ss to practice clusters /br/ & /pr/ Look at the words Match them to the category labels 1.e B F A D II Pronunciation Clusters: /br/ and /pr/ Complete the words under the pictures with /br/ or /pr/ Listen to check your answers and repeat Consolidation(3’) - Pronounce words containing the clusters /br/ and /pr/ correctly in isolation and in context 4.Homework(2’) - See “A closer look 2” before apricot bridge bracelet bread Princess president 6.Listen and repeat Teaching date ……………… ……………… ……………… UNIT LEISURE ACTIVITIES Period 4: A CLOSER LOOK Class 8A 8B 8C 8D 8E I Objectives By the end of the lesson, students can: - use the lexical items related to the topic of leisure activities Knowledge: - Vocabulary: items related to the topic ‘Leisure activities’ Skills: speaking and writing Attitude: To educate the students to love leisure activities II Preparation Teacher: Computer; pictures in soft book Students: A closer look III Procedure Teacher’s and students activities Contents Oral test - In the new lesson New lesson * Warm up: 5’ - T: Asks some questions: - What is the pie chart about? Where can you find the information? - What the different coloured sections of the chart refer to? - How are these sections calculated? *Grammar Act 1: 10’ -T:Reminds Ss of the concept of the gerund from A CLOSER LOOK Ask them how the gerund is formed and how it functions grammatically - I love to watch him … Verbs of liking + gerunds/to - infinitive 1.Read the conversation in Getting Started again Underline verbs that are followed by a gerund love (to watch) - But I think I’ll enjoy listening … enjoy (listening) - T: Explains that in English if we want to liked (reading) follow a verb with another action, we must use a gerund or an infinitive -T: Introduce Ss to the Learning tip box, where they can differentiate the difference in terms of degree these verbs of liking/disliking 2.Tick (√ ) the appropriate box Then listen to check followed followed - Ss work in pairs to complete this task, by byboth then T gives feedback to Ss as a class gerund gerund only andto- infi 1.love √ - Have Ss quickly familiarise themselves with the email by asking: 2.enjoy √ Act 2: 10’ 3.detest √ 4.prefer 5.fancy √ √ Act 3: 5’ - T asks Ss to write the correct form of the verbs - Ss write the correct form of the verbs Act 4: 10’ T asks Ss to write sentences about what you like or don’t like doing in your free time, beginning with the following Then share what you have written with your partner Write the correct form of the verbs making to watch/watching skateboarding to learn/learning 4.Write sentences about what you like or don’t like doing in your free time, beginning with the following Then share what you have written with your partner like → like to do/ like doing enjoy → enjoy doing don’t like have → don’t like to have/don’t like having don’t mind to → don’t mind doing Look at the following email that Minh Duc wrote to a new pen friend The activities Duc mentions in his email are: playing video games, Consolidation(3’) - Remind the way of using the verbs of liking that are followed by gerunds/ toinfinitives 4.Homework(2’) - See “Communication” in advance watching TV, going to the park, playing football, helping his parents, doing homework, and eating out with his family UNIT LEISURE ACTIVITIES Period 5: COMMUNICATION Teaching date ……………… ……………… ……………… Class 8A 8B 8C 8D 8E I Objectives By the end of the lesson, students can: - use the lexical items related to the topic of leisure activities Knowledge: - Vocabulary: items related to the topic ‘Leisure activities’ Skills: speaking and writing Attitude: To educate the students to love leisure activities II Preparation Teacher: Computer; Pictures in soft book Students: Communication III Procedure Teacher’s and students activities Contents Oral test - In the new lesson New lesson * Warm up: 5’ - T: Asks some questions - What is the pie chart about? Where can you find the information? - What the different coloured sections of the chart refer to? Act1: 15’ T: Elicits words from Ss Rub out and remember  Extra vocabulary window shopping: chơi ngắm đồ bày bán cửa hàng -T:Explains to Ss that they are going to read about some activities teenagers to be hooked on something:yêu thích cái gi in their spare time to sound weird: nghe kỳ cục -T:sets a reading time limit and have Ss to be addicted to something: nghiện cái gi speed read the text -T:Asks Ss if they notice any other Read the following article on the particular features of the text magazine 4Teen website understand something 3.I was 'helpless to stop the dog biting me 4.This dictionary is so 'useful 4.Homework(2’) - See “A closer look 2” in advance UNIT 12 LIFE ON OTHER PLANETS Period: 96: A closer look I Objectives By the end of the lesson, students can: - use the lexical items related to the topic ‘Life on other planets’ Knowledge: - Vocabulary: items related to the topic ‘Life on other planets’ Skills: speaking, reading and writing Attitude: Teaching date Class 8A 8D To educate the students to love the life on other planets II Preparation Teacher: Computer Students: Exercises III Procedure Teacher’s and students activities Oral test Contents - In the new lesson New lesson (40’) * Warm up:5’ T: -Ss answer the question as a class Act 1:15’ Can you call out the names of the othe planet you have learnt? * Grammar - T: Draws Ss’ attention to the May and might : review REMEMBER! box Then ask some more able Ss to give examples 1.Use : May and might to fill each of the Act 2: 20’ blank may/ might may/ might -T: Asks Ss about the rules of changing may/ might May statements from direct into reported may/ might speech that they learnt in the previous unit Tell them that in this lesson they are going to learn about reported questions - Ask Ss to read again the conversation between Duong and Nhi in GETTING STARTED to find the question in reported speech *Reported speech: questions Nick claimed that he had seen a UFO Read the interview between a reporter and Nick - Have ss work in pairs and the what Had seen; had landed exercise What Had been going Had -SS work individually and check their Read other questions by the answers with the classmates interviewer Rewrite them as reported questions 1.ask If 3.before Different Consolidation(3’) Rewrite the questions into reported - Remind the main content of the lesson: questions use may and might correctly, report The interviewer asked if he went for a walk every day questions He asked how Nick had felt when he had seen the alien He asked what the alien had looked like 4.Homework(2’) - See “Communication” in advance UNIT 12 LIFE ON OTHER PLANETS Period: 97: Communication Teaching date Class 8A 8D I Objectives By the end of the lesson, students can: - use the lexical items related to the topic ‘Life on other planets’ Knowledge: - Vocabulary: items related to the topic ‘Life on other planets’ Skills: speaking, reading Attitude: To educate the students to love the life on other planets II Preparation Teacher: Computer Students: Pictures about life on other planets III Procedure Teacher’s and students activities Contents Oral test - In the new lesson New lesson (40’) * Warm up:5’ T: -Ss answer the question as a class Act 1:20’ - T: Explains the new words - Rub out and remember Can you call out the names of the other planet you have learnt?  Extra vocabulary - appropriate(adj):thích hợp - powerful(adj): mạnh me 1.Five teenagers are discussing the possibility of other life forms in our galaxy Read the comments they have posted on an online forum -Have Ss read the comments Ask them to the reading as fast as possible and remember the ideas Move around the 2.Work in groups to decide if you class agree or disagree with each of the opinions and ideas in Say why or Act 2:15’ why not I disagree with Nhi because the inhabitants there may be able to - Ask Ss to work in groups Tell Ss that live in high temperatures I they can look back at the blog and use the disagree with Duc because the example to discuss the five ideas inhabitants there may be able to extract liquid from underground to survive Their bodies may be adapted to the environment there They may not need oxygen but hydrogen or nitrogen to breathe Consolidation(3’) - Remind the main content of the lesson: use may and might correctly, report questions 4.Homework(2’) - See “Skills 1” in advance UNIT 12 LIFE ON OTHER PLANETS Period: 98: Skills I Objectives By the end of the lesson, students can: - use the lexical items related to the topic ‘Life on other planets’ Knowledge: Teaching date Class 8A 8D - Vocabulary: items related to the topic ‘Life on other planets’ - Structure: use may and might correctly report questions Skills: Speaking and reading Attitude: To educate the students to love the life on other planets II Preparation Teacher: Computer Students: prepare new words III Procedure Teacher’s and students activities Contents Oral test - In the new lesson New lesson (40’) * Warm up:5’ Can you call out the names of the other planet you have learnt? T: -Ss answer the question as a class Act 1:20’ - Give Ss two minutes to skim the passage and check their answers - Have Ss scan the passage to find the words in red and match them with the definitions Ss should check the meanings of the words from the context Then check their answers as a class I Reading 1.a Look at the pictures and answer the questions 1b Read the text below and check your answers 2.Find words in the text that have similar meanings to these words or phrases -Set a longer time limit for Ss to read the text poisonous Twice again and answer the questions experiences Traces - Ask Ss to note where they found the information that helped them answer the 3.Match the heading with the paragraphs(1-3) There is one extra questions 1.A B A - exercises, let them this exercise as homework Remember to check their answers in the next lesson 4.Read the text again and answer the questions It is also called the Red Planet Act 2:15’ -T:has Ss read the table of information carefully - Answer their questions if they have any - Ss work in pairs to ask and answer questions based on the suggested information in the table and the example -Student plays the role of Martian from another pair to role-play in front of the whole class - Have them ask and answer questions about food and drink Consolidation(3’) The lowest temperature is -87 degrees Celsius and the highest may be a bit higher than zero Because 95% of the atmosphere is carbon dioxide II Speaking Work in pairs One is a human and the other is a martian Use the suggestions below to ask and answer about life on Earth and life on Mars - Remind the main content of the lesson: use may and might correctly, report questions 4.Homework(2’) - See “Skills 2” in advance UNIT 12 Teaching date Class LIFE ON OTHER PLANETS 8A Period: 99: Skills 8D I Objectives By the end of the lesson, students can: - use the lexical items related to the topic ‘Life on other planets’ Knowledge: - Vocabulary: items related to the topic ‘Life on other planets’ - Structure: use may and might correctly report questions Skills: Listening and writing Attitude: To educate the students to love the life on other planets II Preparation Teacher: Computer Students: prepare new words III Procedure Teacher’s and students activities Contents Oral test - In the new lesson New lesson (40’) * Warm up:5’ T: -Ss answer the question as a class Can you call out the names of the other planet you have learnt? Act 1: 20’ I.Listening -Ask Ss to work in pairs to describe the Work in pair Describe the pictures pictures and answer the questions and answer the questions Listen then fill in each blank with no more than three words - Have two Ss write their answers on the Jupiter much bigger board Confirm the correct answers - Have Ss work individually to underline more powerful lots of hair the keywords in the statements thick skin four eyes 2.Listen again - Play the recording again for Ss to check T may pause at the sentences that include then tick T or F or NG the information Ss need for their answers F NG T Act 2: 15’ -Ss work individually to write descriptions of their alien Give Ss a time limit for this For a class which needs more support, make copies of the audio script and give each student one -Ss should change the content to match their own ideas Consolidation(3’) II Writing 4.Work in pairs Imagine what and alien may be like * suggested answers :I think that the alien also may have eyes His skin may be - Remind the main content of the lesson: green and thick and he may have a lot of life on other planets hair He may eat rocks 4.Homework(2’) - Do ex 1,2– page 50 (exercises books) - See “Looking back and project” in advance UNIT 12 Teaching date Class LIFE ON OTHER PLANETS 8A Period: 100: Looking back and project 8D I Objectives By the end of the lesson, students can: - Review all the knowledge in unit 12 Knowledge: - Vocabulary: items related to the topic ‘Life on other planets’ Skills: Speaking, reading and writing Attitude: To educate the students to love the life on other planets II Preparation Teacher: Computer Students: prepare the exercises III Procedure Teacher’s and students activities Contents Oral test - In the new lesson New lesson (40’) * Warm up:5’ Can you call out the names of the other planet you have learnt? T: -Ss answer the question as a class Act 1:15’ -Encourage Ss not to refer back to the unit pages Instead, they can use what they have learnt during the unit to help them the exercises - Ask Ss to work individually, then compare their answers with a partner Ask some Ss to write their answers on the board I.Vocabulary Rearrange the letters to label the pictures aliens space buggy weightless solar system Planet 2.Fill each gap with a suitable word from the box accommodate Surface traces Experienced Act 2:10’ -Ask Ss to them individually first II Grammar 3.Underline the correct answers if had been who had been -Ss check their answers with a partner before having them discuss as a class how ate what Put the words/ phrases in the correct order to make reported questions 1He asked me how I would react if I saw an alien 2.The teacher asked me which planet was -Remind Ss to keep record of their most suitable for human life original answers so that they can use 3.My friend asked me when humans had that information in their self- first landed on the moon assessment 1.The teacher asked her students what the essential conditions for human life were 2.Samuel asked the scientist if humans had been able to communicate with people on other planets 3.Nick asked the journalist if the Roswell UFO incident had taken place in the U.S in June 1947 4.Vanessa asked her uncle who the witness in the Roswell UFO incident had been 5.The son asked his father when humans would be able to travel from one planet to another more easily 6III Communication Choose the right sentences A – E to put Act 3: 10’ into the dialogue -T:asks Ss to the task in pairs Then check Ss’ answers as a class 1.B 2.D A 4.C 5.E Consolidation(3’)Remind all the knowledge in this unit: life on other planets 4.Homework(2’) See “Review 4” in advance Period: 101: Review Teaching date Class 8A 8D I Objectives By the end of the lesson, students can: - Review all the knowledge in unit 10,11,12 Knowledge: - Vocabulary: items related to the topic ‘communication’, ‘Science and technology’,‘Life on other planets’ Skills: Listening, speaking, reading and writing Attitude: To educate the students to work hard II Preparation Teacher: Computer Students: prepare the exercises in review III Procedure Teacher’s and students activities Oral test Contents - In the new lesson New lesson (40’) I.Pronunciation Mark the stress for Act 1:10’ words Play the recording Ss listen and uni'dentified a'bility correct their answers Confirm their 'meaningful im'mobile 'paperless answers Ss listen again and repeat, un'suitable 'wireless im'possible in chorus and individually the following suc'cessful in'formative po'ssessive 'colourless Act 2:10’ - Ss the task individually and then share their answers with a partner Check Ss’ answers II.Vocabulary 3.Match each verb in column A with a phrase in B meet face-to-face fly into space make inventions round the sun move -Ss this exercise individually T Write the correct form of the words may ask some Ss to write their in brackets to complete the passage answers on the board Correct as a scientist chemistry inventor class ambitious unhappy Invention Act 3:10’ -Ss work individually and then compare their answers with a partner Act 4:10’ -Have Ss read the passage one or 5.Use the correct form of the verbs in brackets will … be? to buy to read look will be 1.Read the following passage and mark T or F 1.T 2.F 3.F 4.F 5.T 6.T two times Clarify anything they V Listening not understand fully Listen to the conversation and choose the correct answer to each questions T may have some Ss read aloud 1.C 2.B A sentence by sentence Correct their pronunciation - -Play the recording again for Ss to check their answers Consolidation(3’)Remind all the knowledge in these units: 4.Homework(2’) Prepare for the speaking test and written test ... ……………… Class 8A 8B 8C 8D 8E I Objectives: By the end of the lesson, students can: - Use the lexical items related to the topic of life in the countryside Knowledge: - Vocabulary: the lexical items... ……………… ……………… Class 8A 8B 8C 8D 8E I Objectives By the end of the lesson, students can: - use the lexical items related to the topic of leisure activities in context Knowledge: - Vocabulary: items... A CLOSER LOOK Class 8A 8B 8C 8D 8E I Objectives By the end of the lesson, students can: - use the lexical items related to the topic of leisure activities Knowledge: - Vocabulary: items related