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Giáo án Anh 8 kỳ 2 soạn theo hướng phát triển năng lực 2020 Period 55 Lesson 1: Getting started I. Objectives: By the end of this lesson, Ss will be able to: + Presented the vocabulary related to the pollution and reviewed conditional sentences type 1. + Identify general and specific information about water pollution. + Realise types of pollution in their neghbourhood. Vocabulary: aquatic; poison; polluted; radioactive; thermal; contaminate ; pollutant ; litter. Structure: Review conditional sentences type 1. Skill: listening, speaking, reading. II. Teaching aids: Text book, workbook, projector. III. Teaching procedures. Teacher’s and students’ activities contents 1. Warm up: Sts work in two groups of five. Ask sts to find out kinds of pollution Lead in new lesson. 2. Presentation: Introduce the dialogue: Look at the picture on page 6 Introduce Mi and Nick. Ask Sts to predict the questions. Play the recording Ask Sts to listen and read. Ask Sts to check their guesses. Sts read the dialogue and underline the words they don’t know. Sts discuss any unfamiliar words from the text or match. T may explain some words Sts don’t know. 3. Practice: Sts work independently to find the words with the given meanings in the conversation Ask Sts to share answers before discussing as a class. Ask Sts to read out the lines in the dialogue that contain the words. Sts look at the ‘Watch out’ box and quickly read information and explain the expression ‘I can’t believe my eyes’. Sts read the questions to make sure they understand them. Sts share their answers with a partner. Check their answers. Sts read the sentences quickly to make sure they understand them. Firstly Sts decide the sentences are T F NI without reading the dialogue. Some Sts write their answers on the board. Sts read the dialogue again to check their answers (can explain their choices). Have Sts look at the picture and ask them what they see in each picture. Sts read the types of pollution in the box and identify any new words they do not know. T explains the new words so that Sts can understand the pollution types. Sts work in pairs, then check the answers. Sts read through the sentences to get a general understanding (T can explain some words which Sts may not know). Sts work individually, then compare their answers with a classmate. Confirm the correct answers 4. Production: Activity 9: Sts work in groups of five or six. In five minutes Sts write down the pollution types their neighborhood faces List and rank them in order of seriouness. Give reasons for your group’s order. Vote for the group with the best reasons. 5. Homework: Guide ss to do their homework Network: Do you know any stories about the environment or pollution? Introduce the dialogue: Who can you see in the picture? Where do you think they are? What are they talking about? I. New words: dump(v): vứt, bỏ aquatic (adj): dưới nước poison (n,v): chất độc, làm nhiễm độc polluted (adj): bị ô nhiễm radioactive (adj): thuộc về phóng xạ thermal (adj): thuộc về nhiệt come up with (v): nghĩ ra Illustrate (v): minh họa II. Practice: 1. Listen and read: (1P.6) a. Find a word phrase that means: Key: 1. dead 4. poison 2. aquatic 5. polluted 3. dump 6. to come up with b. Answer the questions: Key: 1. They are in Mi’s home village. 2. It’s almost black. 3. She’s surprised because she sees the fish are dead. 4. It’s dumping poison into the lake. 5. He’s sneezing so much because the air is not clean. c. Tick T F or NI (no information): Key: 1. F 4. T 2. T 5. T 3. NI 2. Write each type of pollution under a picture: (2P.7) Key: A. radioactive pollution E. water pollution B. noise pollution F. landsoil pollution C. visual pollution G. light pollution D. thermal pollution H. air pollution 3. Complete the sentences with the types of pollution: (3P.7): Key: 1. thermal pollution 5. Water pollution 2. Air pollution 6. Landsoil pollution 3. radioactive pollution 7. Noise pollution 4. light pollution 8. visual pollution 4. Which types of pollution in 3 does your neighborhood face? (4P.7): Ex: My neighborhood has to face some types of pollution: air pollution (many factories…..) land pollution (………) Read the dialogue again Learn new words Prepare for unit 7 Lesson 2 (A closer look 1)
Period 55 Lesson 1: Getting started I Objectives: - By the end of this lesson, Ss will be able to: + Presented the vocabulary related to the pollution and reviewed conditional sentences type + Identify general and specific information about water pollution + Realise types of pollution in their neghbourhood - Vocabulary: aquatic; poison; polluted; radioactive; thermal; contaminate ; pollutant ; litter - Structure: Review conditional sentences type - Skill: listening, speaking, reading II Teaching aids: Text book, workbook, projector III Teaching procedures Teacher’s and students’ activities Warm up: - Sts work in two groups of five Pollution Ask sts to find out kinds of pollution - Lead in new lesson contents * Network: ………… Air pollution Presentation: Introduce the dialogue: - Look at the picture on page - Introduce Mi and Nick - Ask Sts to predict the questions - Play the recording - Ask Sts to listen and read - Ask Sts to check their guesses - Do you know any stories about the environment or pollution? * Introduce the dialogue: - Who can you see in the picture? - Where you think they are? - What are they talking about? - Sts read the dialogue and underline I New words: the words they don’t know - dump(v): vứt, bỏ - Sts discuss any unfamiliar words - aquatic (adj): nước from the text or match - poison (n,v): chất độc, làm nhiễm độc - T may explain some words Sts - polluted (adj): bị ô nhiễm don’t know - radioactive (adj): thuộc phóng xạ - thermal (adj): thuộc nhiệt - come up with (v): nghĩ - Illustrate (v): minh họa Practice: II Practice: - Sts work independently to find the Listen and read: (1-P.6) a Find a word/ phrase that means: words with the given meanings in the * Key: conversation dead poison - Ask Sts to share answers before aquatic polluted discussing as a class dump to come up with - Ask Sts to read out the lines in the b Answer the questions: dialogue that contain the words * Key: - Sts look at the ‘Watch out!’ box and quickly read information and explain They are in Mi’s home village the expression ‘I can’t believe my It’s almost black She’s surprised because she sees the fish eyes’ are dead It’s dumping poison into the lake - Sts read the questions to make sure He’s sneezing so much because the air is they understand them not clean - Sts share their answers with a partner c Tick T/ F or NI (no information): - Check their answers * Key: - Sts read the sentences quickly to F T make sure they understand them T T - Firstly Sts decide the sentences are NI T/ F/ NI without reading the dialogue - Some Sts write their answers on the board - Sts read the dialogue again to check Write each type of pollution under a picture: their answers (can explain their (2-P.7) choices) - Have Sts look at the picture and ask * Key: A radioactive pollution E water them what they see in each picture - Sts read the types of pollution in the pollution B noise pollution F land/soil box and identify any new words they pollution not know G light - T explains the new words so that Sts C visual pollution pollution can understand the pollution types D thermal pollution H air pollution - Sts work in pairs, then check the answers - Sts read through the sentences to get a general understanding (T can explain some words which Sts may not know) - Sts work individually, then compare their answers with a classmate - Confirm the correct answers Production: Complete the sentences with the types of pollution: (3-P.7): * Key: thermal pollution Water pollution Air pollution Land/soil pollution radioactive pollution Noise pollution light pollution visual * Activity 9: - Sts work in groups of five or six In five minutes Sts write down the pollution types their neighborhood faces - List and rank them in order of seriouness - Give reasons for your group’s order - Vote for the group with the best reasons pollution Which types of pollution in does your neighborhood face? (4-P.7): * Ex: My neighborhood has to face some types of pollution: - air pollution (many factories… ) - land pollution (………) Homework: Guide ss to their homework - Read the dialogue again - Learn new words - Prepare for unit 7- Lesson (A closer look 1) Period 56 Lesson 2: A closer look I Objectives: - By the end of this lesson, Ss will be able to: + Pronounce the words ending in -ic and -al correctly in isolation and in context + Use some kinds of part of speech about pollution + Give as many sentences as possible to show cause/ ef ect relationships - Vocabulary: ; contaminate ; pollutant ; litter… - Structure: + because/ since + clause + to cause sth/ to lead to sth/ to result in sth + to make sb/ sth sth - Skill: listening, speaking, reading II Teaching aids: Text book, workbook, projector III Teaching procedures Sts’ and T’s activities Warm up: * Activity 1: Call out: - Have Sts call out the types of Contents * Call out: - radioactive pollution - water pollution pollution they have learnt in the previous lesson - Lead in new lesson Presentation: * Activity 2: - Sts make sure that they understand what to - Sts work individually, then ask them to share their answers with one or more partners - Sts discuss any unfamiliar words - T may explain some words Sts don’t know - Ask some Sts to write their answers on the board Practice: * Activity 3: - Sts read through each sentence to get a general understanding and decide which word form should be put in each blank (ex: the word filled in is an adj), then use a clue to find the word - Sts work individually and compare their answers with a partner before confirming the correct ones - Ask Sts to look at the language box - T tells Sts that the words/ phrases express cause and effect relationships * Activity 4: - Sts complete the task individually - Some Sts compare their answers with a partner before checking with the whole class - Confirm the correct answers * Activity 5: - Sts read the example - Remind Sts of the structure (looking at the language box) - Sts work individually to combine each pair of sentence into a complete sentence, using the word/phrase in brackets - Call some Sts to write their sentences - noise pollution - land/soil pollution - visual pollution - light pollution - thermal pollution - air pollution -> Today we are going to learn different forms of some words as well as some words/ phrases to talk about the causes and effects of pollution * Practice: A- VOCABULARY: New words: Contaminate (làm bẩn) Contaminant (chất gây bẩn) pollutant: chất gây ô nhiễm litter: rác Complete the table with appropriate verbs, nouns, and adjs: (1-P.8) poison polluted contaminate death pollutant damaged Complete the sentences with the words from the table in 1: (2-P.8) * Key: poisonous contaminated pollutants damage dead pollute (3-P.8) a Put the adjs in the box into the correct columns: * Key: C - E E - C C - E E - C C - E b Use these adjs to describe some on the board and correct them carefully * Activity 6: - Sts look at the pictures and decide which picture shows the cause and which shows the effect - Ask Sts to read the example and pay attention to the cause / effect words or phrases - Sts work in pairs to write sentences Production: * Activity 7: - Sts look at the rules in the box and the ex - Play the recording for Sts to stress the words - Confirm the correct answers - Play the recording again for Sts to repeat the words, some Sts read out the words * Activity 8: - Sts work individually, practise saying the sentences - Play the recording for Sts to check their answers, then elicit the correct stress patterns from Sts - Play the recording again for Sts to repeat the sentences characters in one of your favourite folk tales: * Key: Oil spills from ship in oceans and rivers lead to the death of many aquatic animals and plants Households dump waste into the rivers so it is polluted Since the parents were exposed to radiation, their children have birth defects We can’t see the stars at night due to the light pollution Make sentences to show cause/ effect relationships: (4-P.8) * Suggested answers: The soil is polluted, so plants can’t grow We won’t have fresh water to drink because of water pollution We plant trees, so we can have fresh air B- PRONUNCIATION: * Stress in words ending in –ic and -al: Listen and mark the stress in each word, then repeat it: (5-P.9) ar'tistic 'physical ath'letic he'roic his'toric po'etic his'torical bo'tanic 'logical 10 bo'tanical Find out and mark the stress in each word ending in –ic/ -al: (6-P.9) scien'tific 'chemical 'national dra'matic 'medical Homework: - Learn by heart all the new words - Prepare for next lesson ( find the - Learn new words - - the exercises of part A in workbook - Prepare for unit 7- Lesson (A closer look meaning of the new words in the next lesson ) - Do exercises in the workbook 2) Period 57 Lesson 3: A closer look I- Objectives: - By the end of the lesson, Sts will be able to: + use conditional sentences type and type correctly and appropriately to describe pollution - Vocab: pollution words ……… - Grammar: conditional sentences - Skills: reading and writing II Teaching aids Textbook,workbook , projector III Teaching procedures Sts’ and T’s activities Contents * Network: Warm up: tenses * Activity 1: Network: - Remind Sts of some tenses Presentation: * Activity 2: - Elicit the form and use of the conditional sentences type from Sts - Ask Sts to give some examples Practice: * Activity 3: - Sts work individually, then compare their answers with a partner before checking with the whole class - Confirm the correct answers past simple present simple I Grammar: * Review conditional sentences type 1: - The use: + We use conditional sentences type to talk about things that may happen in the present or future Eg: If I’m late, they’ll be angry - Form: If clause, main clause (simple present) (future simple) II Practice: Put the verbs into the correct form: (1-P.9) * Activity 4: - Sts read the pairs of sentences and work individually - Ask two Sts to write the new conditional sentences on the board - Sts give comments and T gives feedback and correct them if necessary * Activity 5: * Key: recycle; will help will save; don’t waste won’t dump; fines use; will have travel; will be Combine each pair of sentences to make a conditional sentences type 1: (2-P.9) - Sts look at the structure in the language box Draw Sts’ attention to the example * Key: Sts will be more aware of protecting the environment if teachers teach - Underline the subject, verb…in the environmental issues at school example and explain the use and form of When light pollution happens, animals the conditional sentences type will change their behaviour patterns The levels of radioactive pollution will - Some Sts give examples decrease if we switch from nuclear power to renewable energy sources If the water temperature increases, some aquatic creatures will be unable to reproduce * Activity 6: People will get more diseases if the water is contaminated - Sts work individually * Look out( in the text book ) - Sts compare their answers in pairs Match an if-clause in A with a before checking with the whole class suitable main clause in B: (3-P.10) * Key: b e c a d * Activity 7: Put the verbs in brackets into the - Sts work individually correct form: (4-P.10) - Sts compare their answers with a * Key: partner were; would…do tidied; - Two Sts write their answers on the wouldn’t be board exercised; would be was/were; - T corrects as a class, other Sts correct would grow the answers if necessary had; would build Write a conditional sentence type * Activity 8: for each situation: (5-P.10) - Have Sts quickly read the example and If there weren’t so many billboards in comment on the example our city, people could enjoy the view - They may see that the meaning of the If there weren’t so much light in the original sentences was made opposite in the new conditional sentence - Sts work individually, then compare their answers with a partner - Confirm the correct answers Production: * Activity 9: - T explain the aim of the game is to keep the chain going for as long as possiple using type or conditional sentences - Sts work in groups of five or six Groups that are still going when the five minutes is up are the winners city at night, we could see the stars clearly If we didn’t turn on the heater all the time, we wouldn’t have to pay three million dong for electricity a month If the karaoke bar didn’t make so much noise almost every night, the residents wouldn’t complain to its owner She wouldn’t have a headache after work every day if she didn’t work in a noisy office Chain game: (6-P.10) * Ex: A: If each person plants a tree, there will be a lot of trees? B: If there are a lot of trees, the air will be cleaner C: If the air is cleaner, fewr people will be ill Homework: - Learn grammar - Do exercises of part B in workbook - Prepare for unit 7- Lesson (Communication) Period 58 Lesson 4: Communication I- Objectives: - By the end of the lesson, Sts will be able to: + use the lexical items related to ‘Pollution.’ + know more about noise pollution - Vocab: permanent, earplug, affect, hearing loss, blood pressure …… - Skills: skills II- Teaching aids: Textbook,workbook , CD, radio III Teaching procedures Sts’ and T’s activities Contents Warm up: * Activity 1: Chatting - Sts tell about two types of pollution they know - Lead in the new lesson Presentation: - Go through the Extra vocab - Help Sts understand the meanings of the words in Extra vocab (using pictures, realia, definition, example.) * Chatting: - Tell about the types of pollution you know (Ex: water pollution, air pollution…) - Today, we are going to have the opportunity to explore noise pollution that not many people recognise as a pollution + permanent: lasting forever + earplugs: are put into our ears to keep out noise or water I Extra vocab: - permanent (adj): vĩnh viễn - earplug (n): nút tai - affect (v): làm ảnh hưởng - hearing loss (n): thính lực - blood pressure (n): huyết áp + affect: the verb form of ‘effect’ + hearing loss: ‘When you have hearing loss, you can’t hear things clearly.’ + blood pressure: is often measured when you have high blood pressure Practice: * Activity 3: - Sts read the questions in the questionnaire to make sure they understand everything and answer individually II Practice: Look at the pictures and put the parts of the fairy tale in order: (1,2,3P.11) * Activity 4: - Sts work in pairs to compare their answers (may have different answers) T asks some pairs to report on their differences - Play the recording for Sts check their answers, then check with the whole class * Key: B C A B Production: * Activity 6: - Sts find out the question in the questionnaire which proposes ways to prevent noise pollution C A A C Discuss other ways to prevent noise pollution: (4-P.11 * Sugessted answers: - Should use headphones when listening to music - Should wear earplugs when going to concerts or other loud events - Sts work in groups to discuss more ways to reduce noise pollution, then present their answers - Sts vote for the best ways * PROJECT: “What would you if… ???” collages: lively, clear, practical Homework: * Activity 7: - Sts work in groups to make a collage to answer the question ‘What would you to reduce pollution in our country if you were the Minister of Natural Resources and Environment?’ (use photographs, pictures or drawings.) - Remind Sts that they should use conditional sentences type to give the presentation - Do exercises of part C in the workbook - Prepare for unit 7- Lesson Languages: easy to understand Speaking: fluency, accuracy, good pronunciation Sts have to: + discuss the things they would + collect the pictures from different sources or draw + stick the pictures on a big piece of paper + prepare a presentation + give a presentation to the class Period: 59 Lesson 5: : Skills I- Objectives: - By the end of the lesson, Sts will be able to: + read for general and specific information about water pollution + talk about the causes and effects of water pollution as well as ways to reduce it - Vocab: pollution words……… - Skill: speaking and reading II- Teaching aids: Textbook,workbook , III Teaching procedures A.Class organization - Greeting - Checking attendance: 8A1: ./ 8A2: ./ 8A3: ./ B.New lesson Teacher’s and students’ activities contents 10 was ‘meaningful 2.My teacher is so ‘helpful when Ss : we don’t understand something 4: Wrap-up( 4ms) homeless, I was ‘helpless to stop the dog -T: ask Ss to give example with … bitting me the words ending -ful or –less this dictionary is so ‘ useful Homeassignment(1ms.) there is ‘ planetiful water for - Do exercises again life on Earth - Learn by heart new words - Prepare unit 8: A closer look Self experience: ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… …………… Period 97: Lesson 3: A closer look I/Objectives Educational aims - To use the lexical items related to the topic ‘ life on other planets ’ - To pronounce correctly the words ending in -ful or –less in isolation and in context - To know vocabulary Knowledge and skills * General language knowledge - Vocabulary: - Grammatical structures : Skills:Practice listening speaking, and writing with the lexical items related to the topic II/ Preparation: - T: lesson plan, visual pictures , projects, player - Ss: vocabularies related to the topic ‘life on other planets ‘ III/ Anticipated problems - S may forget vocabularies so teacher should repeat them IV/Procedure 118 Teacher’s activities A Warm up B Prsentation Acitity - Ask Ss to work individually to fill the gaps - Have Ss compare their answer with apartener and explain their answers - T checks the answers as aclass and ask Ss to explainations - T asks Ss about the rules of changing staments from direct into reported speech that they learnt in the previous unit Tell them that in this lesson they are going to learn about repoted questions Practice Activity - Have Ss work in pairs and the exercise - Ss work in pairs and the exercise - Ask them to read out their answers as class Activity - Let ss work individually and check their answers with a classmate - Then check the answers a s aclass Activity - Ask Ss to work individually to write questions in reported speech - Have one s write the answers on the board and get feedback from other Ss Check the answers as a class Student’s activities Content GRAMMAR May and might 1.Use may /might to fill each of the blank Ss work in pairs Ss work in pairs Key: may/ might may / might may / might may may / might may may / might may 2.Nick claimed that he had seen a UFO Read… Key: 1.What had seen.; Had landed what had been going had looked had seen had seen had hidden 3.Circle the correct word Ss work in pairs Ss to work individually Key: ask if different before 4.Read other questions by the interviewer… Key: 1.the interviewer asked if he went for a walk ever day 2.He asked how Nick had felt when he had seen the alien 3.He asked what the alien had looked like He asked why Nick hadn’t 119 Activity - Have Ss work in groups for to 10 minutes T goes around to see if Ss need help Then ask Ss who plays nick’s role to report orally the questions he was asked Get another S in the groups report what Nick answered 4: Wrap-up( 4ms) -T repeat the rules of changing from direct into reported speech Homeassignment(1ms.) - Do exercises B in page 44 in wokbook - Learn by heart new words - - Prepare unit 8: communication taken a photo of the alien The interviewer asked how long the uFo had stayed there The interwiewer asked if Nick had senn any UFOs since then 5.Work in groups … Ss work in groups Ss: remember Self experience: ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… …………… Period 98: Feedback of English test – No4 I.Objectives Educational aim To provise Ss with a chance - To see their real ability to make more effort in language learning ( strong weak ponts) - To realize and correct their mistakes by themsleves - To review and consolidae their knowledge and skills - To adjust their plan of learning English Knowledge and skills: *General knowledge : Students revise the main grammatical items and vocabulary they have learnt in units (10,11) II Teaching aids T: lesson plan Marked test papers… Ss: pens and notebooks 120 III Anticipated problems Ss may not remember vocabularies and structures , so T should repeat them VI Procedure General knowledge : Students revise the main grammatical items and vocabulary they have learnt in units (10,11) V Anticipated problems Ss may not remember vocabularies and structures , so T should repeat them VI Procedure Class order: Greeting, checking attendance Checking up: 3: Neww leson Teacher’s activites Students’ Content activites T: Delivers the I.Comments on the test market test papers + vocabularies…………… to Ss + structure:………………… + Skills: …………………… II.Detailed Correction T: has Ss exchange their parers to discuss the correct answers + Then get Ss identify the key point to remember + provide more pracrice on some typical items / skills at which may Ss are still bad at …………………… ……… Ss: + listen to T and A LISTENING I Listen and complete the sentences (2,5pts) 1.Netiquette 2.properly 3.rule 4.unpleasant 5.communicate 6.Comments 7.polite 8,.shorthand Ss: get back 10.quality their marked behavior B USE OF LANGUAGE test papers I Choose the word which has a different sound in the part underlined (0,5pt) 1C 2.B II Choose the word which has a different stress pattern from the others (0,5pt) 1.C 2.C III Choose A, B, C, D for each gap in the following sentences (1,5pts) 1.C D A Ss identify B D C the key point to remember C Reading I Read the passage and fill in each gap with a suitable word (1pt) 1.Word 2.between 3.use when II Read the passage then answer the questions: ( pt) She felt insecure Because she thought they might fall down She was busy with her assignments She had so much stress that she did not want to study 121 D Writing(3pts) I There is a mistake in the four underlined parts of each sentence Find the mistake and correct it (1.0pt) B → wanted C → will be having II Rewrite the following sentences so that their meaning stays the same, using the words given (2,0pts) 1“We don’t open the laboratory today,” Mr.Minh T ask Ss to said summarize the main → Mr Minh said that they didn’t open the point to remember laboratory that day T: asssin homework: 2“ The film will begin at seven o’clock,” they told me give some → They told me that the film would begin at suggestions seven o’clock 3The doctor advised me to have a rest Ss: listen and → The doctor suggested that I should have a rest take notes → The doctor suggested having a rest 4The only reason the party was a success was that a famous film star attended → Had it not been for a famous film star, the party wouldn’t have been successful take notes + Idetify and correct the mistakes by Ss: themsleves under + listen to T T’s control and take notes Self experience: ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ……………… Period 99: Lesson 4: Communication I/Objectives Educational aims - To use the lexical items related to the topic ‘ life on other planets ’ - to talk about what life may be on other planets Knowledge and skills *General language knowledge 122 - Vocabulary: - Grammatical structures : Skills:Practice speaking, and writing with the lexical items related to the topic II/ Preparation: - T: lesson plan, visual pictures , projects, player - Ss: vocabularies related to the topic ‘life on other planets ‘ III/ Anticipated problems - S may forget vocabularies so teacher should repeat them IV/Procedure Class order: Greeting, checking attendance Checking up: 3: Neww leson Teacher’s activities Students’ Content activities Warm up B Presentation Activity 1.Five tenagers are discussing - Have ss read the comments Ss work in the possiblility of other life form - Ask Ss to the reading as fast as pairs sin our galaxy… possible and remember the edeas - T moves around the class Bring Work in group … everyone together if there are ideas Suggestions for disagreements or words that need clrifying - I diagree with Nhi because C Practice the inhebitants there may be Activity able to live in high - Have Ss to work in groups temperature They may have Tell Ss that they can look back Ss to work bodies which can resist heat in groups at bog and use the example to Or they may have aspecial discuss the five ideas machinew to cool down the - If Ss agree, ask them to add atmosphere of the place where they live any details from their - I disagree with Duc because imagination about the planet - Elicit the reasos why there the inhabitants may be able to extract liquid from may be inhabitants there, what underground to survive those inhabitants may look Their bodies may be adapted like, how they can to the environment there communicate , how they can They may not need oxygen travel but hydrogen or nitrogen to breathe - I disagree with anh Any planet can be considered Activity powerful Any inhabitant is - Put Ss in pairs Make sure that proud of his / her own planet 123 work with anew partner for a change Ask them to use the suggestions in the pictures and example - Encouurage them to add any items they may think neccesary Remind them to give a reason for each choice Go aound to help Ss 4: Wrap-up( 4ms) -T repeat the rules of changing from direct into reported speech Homeassignment(1ms.) - Prepare unit Skills +Look up the new word Work inpairs imagine you are going in to space Decide together what you will take - Ss with you You can add any work in item you think necessary Remember to give reasons pairs Ss: remember Self experience: ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… …………… Period 100: Lesson 5: Skills I/Objectives Educational aims - To use the lexical items related to the topic ‘ life on other planets ’ - To read about what life may be on other planets - To talk about what life may be on other planets Knowledge and skills * General language knowledge - Vocabulary: - Grammatical structures : Skills:Practice reading, speaking with the lexical items related to the topic II/ Preparation: - T: lesson plan, visual pictures , projects, player - Ss: vocabularies related to the topic ‘life on other planets ‘ III/ Anticipated problems - S may have difficulty in speaking ,so teacher should help them IV Proceduce 124 Class order: Greeting, checking attendance Checking up: 3: Neww leson Teacher’s activities Students’ activities AWarm up B Presentation Before reading a.)Ask Ss to cover the reading passage, look at the pictures of the two planets and answer the -Ss look at questions the pictures - T Asks them: of the two planets and + what else can you inter from answer the the pictures? questions - T introdures new words - Ask Ss to read all new words on the board - Have some Ss read them in front of the class b) – Give Ss two minutes to skim the passage and check their answers While reading Activity 1: - Have Ss scan the pasage to find the words in red and match the with the Ss work in definitions - Ss should check the meanings pairs of the words from the context Then checv k their answers as a class Activity - Tell Ss that to finish this part, they should undewrline the keywords in headings - Ask Ss to skim the next again, using the keywords in the heading to the matching Content READING a Look at the pictures and discuss the questions - surface (n) bề mặt - Accommodate (v): cung cấp nơi ăn , chốn - experience (n) trải nghiệm - trace (n) dấu vết - similarity (n) tương tự - Oxygen (n) khí xy - Atmosphere (n) khí quyển, khơng khí b.Read the text and check your answers 2Find words in the text that have similar meaning to these or phrases Key: poisonous twice experiences traces surface climate accommodate 125 Match… Activity - Ask Ss to read the text again and answer the questions - Ask Ss to note where they found the information that helped them answer the queswtions - Ask Ss to compare their answers with a partner before discussing them as a class - Let Ss this exercise as homework Remember to check their answers in the next lesson After reading - T assks Ss to retell about life on Mars Key: 1-c B A 4.Read the text and answer the questions Ss read the - Key text again It is also call the read Planet and answer the lowest temperature is -87 the questions degrees Celsius and the highest may be a bit higher than zero Because 95% of the atmoshere -Ss compare is cabon dioxide their answers A day on Mars a bit longer Ss retell it is twice as long as ayear on Earth Speaking Before speaking Ss work in Activity pairs - Ask ss to read the table of information carefully - Ask them to answers their questions if they have any - While speaking - Ss work in pairs and answer questions based on the suggested information in the table and the example Set a time to 10 minutes - When they finish , Ask the student who plays the role of the human from one pair, and the student who plays the role of Martian from another pair to role play in front of the whole class - Heve them ask and answer questions about food and drink Activity - Ask the ‘human’ and ‘ SPEAKING 5.work in pairs 6.Now swap pairs… New human: what kind of food did the human say she ate? New Martian: she said that she ate rice , bread and fruit and vegetables New human: Yes, that right 126 Martin’ to form new pairs this time use reported speech to report their previous partner’s answer - Post speaking Home assignments - Learnt by heard the new words - Prepare skills + Look up the new words Self experience: ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… …………… Period 101: Lesson 6: Skills I/Objectives Educational aims - To use the lexical items related to the topic ‘ life on other planets ’ - To listen for specific information about aliens - To describe an aliens Knowledge and skills * General language knowledge - Vocabulary: - Grammatical structures : Skills:Practice reading, speaking with the lexical items related to the topic II/ Preparation: - T: lesson plan, visual pictures , projects, player - Ss: vocabularies related to the topic ‘life on other planets ‘ III/ Anticipated problems - S may have difficulty in speaking ,so teacher should help them IV/ Procedure Class order: Greeting, checking attendance 127 Checking up: 3: Neww leson Teacher’s / Students’ activities Warm up Content B Presentaion Before listening - Asks Ss to work in pairs to describe the pictures and answer the questions - T introdures new words - Ask Ss to read all new words on the board - Have some Ss read them in front of the class While listening Activity - Ask Ss to read the information in the table carefully and try to predict the answers Tell them that to this they should highlight keywords in the questions and decide the part of speech of the words they will need to fill in the blanks - T turns on the recording twice Ss listen to and fill T turns on recording again for Ss to check - Call Ss to write on the board - Others give comment -T corrects Activity - Have Ss work indidually to underline the keywords in the statements Ask ss to the exercsie without listening to the recording first - Ss write their answers on the board without confirming the correct answers Call Some Ss to give their answers - Others give comment -T corrects WRITING LISTENING 1.Work in pair Describe the pictures and answer the questions 2.Listen to Tom’s imaguined description of what an alian from another plannet - Humans (n): Imagine (v) tưởng tượng Degree celsius : độ C Plug (v)\ cắm Key: Jupiter much bigger more powerful lots of hair thick skin four eyes happiness fear energy 10 rocks 1.Listen and tick True or False Key: F NG T F F F WRITING 4.Work in pair… He / she may be have ……… eye / eyes He / she may / might eat……… 128 Before writing - - Set a time limite (3’) for Ss brainstorm idea and write their notes T move around and help ss if necessary - Ask Ss to refer back to the speaking in and listening in 2, , skell2 for useful language and ideas While writing Activity - Now have Ss work individually to write description sof their alians ( 5’) Post writing Activity - Ss swap their writing with a partner They comment on each other’s work - Ss revise and edit their writing in class if time allows or else as homework Homeassignment - Prepare Looking back + project His/her skin may / might be……… His / her may/ might be……… He / she may / might wear …… clothing He / she may / might be similar to us in that………… He / she may / might be different from humans in that……… 5.Now use the note to write adesciption of your aliens 6.Swap your work with your partner How isd your desription from … Self experience: ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… …………… REVIEW Period 103: Lesson I/ Objectives 1.Educational aim: - To revise and practice the language Ss have studied they have practiced since Unit 4,5,6 - To practise doing the exercises Knowledge and skills: * General language knowledge: Lexico & grammar of unit 4.5.6 - Lexico/Vocabulary : Pronunciation + tress rules: +Vocabulary: 129 - Grammatical structures + Review: *Skills: - Intergrated language skills + Listening skill +Writing skill: choose the best answer, choose the correct voice, complete each sentence , Put the verbs into the correct tense +speaking skill: - Practice skills: improve skills of doing different types of exercises: skills of taking notes… II/ Preparation - T: lesson plan, handouts of practice exercises ,… - Ss: Revise old lesson at home Note ; types of exercises III/ Anticipated problems - S may forget some vocabularies, grammar so the teacher should be ready help them IV/ Procedures : Class order: Greeting, checking attendance Checking up: 3: Neww leson Teacher’s activites Student’s Contents activites Warm up Activity -Review the rules of stress in words - Have Ss mark the srtess independently - T plays the recording Activity - Ask Ss the exercise - Let Ss the exercise independently * Pronunciation Mark the stress on the - Ss listen and correct sylables in the words correct their Key answers uni'dentifled 'meaningful Confirm their un'suitable 'paperless a'bility answers impossible 'wireless po'ssessive - Ss listen successful in'formative again and inte'ractive im'possible repeat, in ca’pability un'popular 'powerless chorus and 'colourless individually - Check and write the answers Ss work in on the board pairs Complete each sentences with the suitable form of the worrd provided Key: colourless unidentiíled 130 interactive capability meaningful Impossible Activity - Ask Ss the exercise independently Ss the exercise independently - Check and write the answers on the board Activity - Ask Ss the exercise - Then have Ss it individually - Ss exchangetheir answers and discuss if there is any difference in their answers - T checks and explain each answer Activity -Have Ss this exercise independently - Check and write the answers on the board Activity - Ask Ss to write the following sentences in reported speech Have them the exercise in pairs - Check and write the answers on the board Ss work in pairs Match the words in A with the phrase in B Key: meet- face-to-face make- inventions exchange- information fly- into space move- round the sun benefit- from science and technology Write the correct form of the words in the brackets Ss work in pairs Ss work in pairs 1.scientist 3.inventor unhappy chemistry ambitious invention *Grammar Use the correct form of the verbs in the brackets will be? to buy to read look will be will appear to read will appear 6.Write the following sentences in reported speech Key: Lena said that she enjoyed chatting on the phone with her friends Ss work in pairs 2.The teacher said that a communication breakdown might happen due to cultural differences Duong asked me what the inhabitants of Jupiter might look 131 like Activity -Have Ss this exercise in pairs - Correct their answers and ask some pairs to act the mini dialogues Wrap up Homeassigment - Do exercise again - Do ex 1,2,3 in page 25 – in workbook - Preparing ; review - skills Chau asked me if we would still have traffic jams in 30 years time Phuc told me that he had read a book about life on other planets Match the questions with the answes 1- D 2-F 3-E 4- G 5-A 6-C 7-H 8-B Self experience: ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ……………… 132 ... III- Teaching Procedure: A Class organization: - checking attendance: 8A1: ./ 8A2: ./ 8A3: ./ B New lesson: Sts’ and T’s activities Warm- up - Have Ss play game “ spider-web of words ” Contents... books, text books, III- Teaching Procedure: A Class organization: - checking attendance: 8A1: ./ 8A2: ./ 8A3: ./ Full name: Class: 8A WRITTEN TEST (15’) N0 03 ENGLISH I Choose the word... Teaching Procedure: A Class organization: - checking attendance: 8A1: ./ 8A2: ./ 8A3: ./ C New lesson Sts’ and T’s activities Contents Warm- up • Net-words - Have Ss play game “ spider web ” - Read