giáo án tiếng anh lớp 8 sách mới đầy đủ soạn theo công văn 5512, giáo án tiếng anh mới lớp 8 theo sách mới đầy đủ soạn theo công văn 5512, tiếng anh lớp 8 học kỳ 2 đầy đủ soạn đẹp và đủ nhất. bài soạn tiếng anh 8 theo công văn 5512
Week : Period: 55 Planning: Teaching : UNIT 7: TRAFFIC LESSON 1: GETTING STARTED A OBJECTIVES: Knowledge: By the end of the lesson, Ss will be able to : - Use "How ?" to ask about means of transport - Vocabulary: use the lexical items related to the topic "Traffic" + Skills - Students develop listening, speaking, reading and writing skills, Roling-play, spoken interaction about the topic in getting started Competence - Students have serious attitude in learning - Ss are interested in learning English Quality - Language: get acquainted with the topic "Traffic" - Problem solving: find out the correct answer about the text B TEACHING AIDS T : Textbook, lesson plan, , a projector, a laptop Ss : Learn the old lesson, prepare Unit 7: Getting started C PROCEDURE Warm up: ( 5’) - Organization: 7A: a Goal: Motivate ss to interest in the topic of the lesson and create the fun atmosphere before starting the new lesson b Content : Talk about "Traffic" c Expected result: Ss can understand the lesson and use the road well d Performance: Write the title "Traffic" on the board ? Call out names of means of transport ? Share any interesting facts you know about these means of transport Presentation : ( 10’) a Goal: Provide Ss necessary vocabularies b Content : Ss read the vocabularies and match the words to make common expressions c Expected result: Ss can maser the vocabularies d Performance: Teacher’s & Students’ activities Content + Present new words Pre- teach vocab: - Teacher use different techniques to teach - used to (v): vocabulary (situation, realia) - traffic (n): tắc ngẽn giao - Follow the seven steps of teaching jam thông vocabulary - except (prep) ngoại trừ, trừ - Repeat in chorus and individually vehicles (n) Xe cộ - Copy all the words * Checking vocab: Recall Present the dialogue * Set the scenes: - Answer the questions individually ? Look at the title of the conversation and the * Suggested answers picture - They are on the road - Ask them some questions: - Students' answer • Who are Mai and Oanh? • What might they talk about? - Ss answer the questions as a class Play the recording and have Ss follow along Practice (15’) a.Goal: understand and exercises correctly b Content: Listen and circle, Read and answer: Individual, Answer the questions: Teacher – Whole class c Expected result: - Co-operation: interact with the teacher find out the answers - Communication: answer positively - Language: use English to answer d Performance Listen and read ? Choose a correct answer (1a P7) - Ask ss to listen and read the - Asks Ss to choose a suitable answer before conversation listening a Find a word / an expression (1a P7) Key: b/? Run through the questions 1B; 2A; 3B; 4C ? Ss read the conversation again to answer the b Answer the questions (1b P7) questions Key: - Ss exchange their answers with a classmate Key: - Call on some Ss to write their answers on the She stayed at home and played with board Check their answers her brother It's about kilometers She usually goes to school with her dad Because sometimes there are traffic Model sentences (Remember) jams - Elicit the question from students She goes to school by bike ? Practice asking and answering questions - How you go to the supermarket? using "How"? Recall how to use a passive = By what means you go to the sentence supermarket? c/? Find a word or an expression from the conversation which you use when you: c Find a word / an expression (1c P7) ? Share answers with your partner Key: - Teacher gets feedback get attention ? Add any other expressions which have the agree same meaning very excited ?? Role-play the short conversation in 1d P7 ? Creat your short conversations Use the colloquial expressions in 1c P7 ? Work in pairs Write the words (2 P7) ? Work in pairs Write the means of transport under the right pictures Key ex2: bike/ bicycle bus - Teacher monitors and gets feedback plane boat ship train - ? Run through all the words and phrases in motorbike car P7 Key ex3: ? Match a verb on the left with a mean of Key: transport on the right ride a bike drive a car - There may be more than one correct answers fly a plane sail on/in a ? Read again in chorus boat get on a bus/ a train/ a bike/ a motorbike get off a bus /a train/ a bike/ a motorbike Production (15’) a.Goal: can exercise use English words relating to the topic b.Content - Co-operation: interact with partners find out the answers - Language: use English words relating to the topic c Expected result: Students know how to the exercise d Performance: ? Find someone who never (4 P7) Find someone who never - Teacher models .walks to school Nam .goes to school by bus .cycles for exercise ? Work in groups .takes a train sails on/in a boat flies by plane - Teacher monitors and gets feedback E.g: A : Do you often walk to school? B(Ba) : Yes, I A : Do you often walk to school? C (Nam): No I never walk to school • Consolidation: sum up * Homework - Learn by heart new vocabulary - Practice reading “Listen and read” - Prepare new lesson: Unit 7: A closer look Week : Period: 56 Planning: Teaching : UNIT TRAFFIC LESSON 2: A CLOSER LOOK A OBJECTIVES Knowledge: By the end of the lesson ss will be able to have knowledge about + Vocabulary: Vocabulary: Means of transport, road signs + Pronunciation: Sounds: /e/ and /ei/ Competences: + Develop communicative competence, discovery, cooperation competence and thinking competence + Use the lexical items related to : Means of transport, road signs + Raising their awareness of : Means of transport, road signs + Pronounce: Sounds: /e/ and /ei/ Quality: Students can understand more about Traffic B TEACHNG AIDS T : Textbook, lesson plan, a projector, a laptop Ss : Learn the old lesson, prepare Unit 8: A closer look C PROCEDUCE Warm up: ( 5’) - Organization 7A: a Goal: Review the about Traffic b Content : Ss can tell about the Means of transport, road signs c Expected result: Ss can tell the names of the Means of transport, road signs d Performance Teacher's &Ss' activities Contents ? Give all the road signs you see every day Suggestion: on the way to school - stop ? Write as many words as possibles - no left turn/ no right turn ? Read again in chorus - parking/ no parking - go ahead - no cycling - one-way Presentation : Pre teach Vocabulary (10’) a Goal: Provide Ss necessary vocabulary related to Means of transport, road signs b Content : Remind Ss of the words they learnt in Getting Started and point out the differenceMeans of transport, road signs c Expected result: understand using and meaning of the Means of transport, road signs d Performance: Teacher's &Ss' activities Contents - Vocabulary - Teacher use different techniques to teach vocab (situation, realia) - Follow the seven steps of teaching vocab * Checking vocab: Labeling (2 P8) ? Label the road signs in with the words/ phrases in ? Read all the phrases in chorus - Teacher explains the meaning if necessary - traffic sign/ road sign - lane (n): - biển báo giao thông (n): - seatbelt/ safetybelt - traffic rule - obey - pavement (n): đường, đường hẹp đai an toàn - traffic sign/ road sign - lane (n): (n): (v): (n): (n): luật giao thông tuân theo vỉa hè (cho người bộ) - biển báo giao thông đường, đường hẹp Practice: (20’) a Goal: - Revise the vocabulary learnt in both Getting Started and Activity of A Closer Look - Sounds: /e/ and /ei/ b Content: - Ss Label the road signs in with the words/ phrases in - Ss listen, repeat and read the words c Expected result: - Ss can identify a word from its description - Ss listen, repeat and read the words d Performance: Teacher's &Ss' activities Contents 2.1? Label the road signs in with the Key: words/ phrases in traffic lights no parking ? Read all the phrases in chorus no right turn hospital - Teacher explains the meaning if ahead necessary parking cycle lane 2.2 Look out school ahead no cycling - Ask students to divide the road signs in - A sign within a red triangle will warn you into three groups: informative, prohibitive, of something and warning base on their shapes and - Signs with red circles are mostly colours prohibitive - that means you can't not - Teacher gets feedback and explains something ? Give more examples - Signs in blue are usually to give 2.3 Talk about the road signs (3 P7) information ? Work in pairs and talk about the road signs you see on the way to school (or elsewhere) - Teacher goes around and give assistance if necessary, and check their answers Key:E.g: Ex3 Pronunciation (15') A: On the way to school, I can see a "no left 3.1 Sounds /e/ and /ei/ turn" sign ? How to pronounce the sounds /e/ and B: On my way to school there is a hospital, /ei/? so I can see a "hospital ahead" sign - Teacher models and give examples - Ask students to observe teacher's mouth and listen carefully ? Practice the sounds together 3.2 Listen and repeat (4 P9) ? Listen to the recording or times ? Repeat in chorus ? Read individually Production: (10’) a Goal: Help Ss to memorize the learnt vocabularies b Content : Ss guess what words or phrase is by playing games c Expected result: Ss can memorize the learnt words and the way of using d Performance: Teacher's &Ss' activities Contents 3.3 Identify the sounds (5 P9) No /e/ - Play the recording or times ever ? Listen and distinguish the sound /e/ and /ei/ very ? Recognize all the words with the two sounds, then underline them as assigned ? Work in groups and find words with left, when the two sounds They, waiting, train - Teacher monitors and gets feedback.Learn by heart the new words and structures - Do exercises in workbook - Find some words ending with “ e” and “ ei” - Prepare: Unit 7- A closer look Week : Period: 57 Planning: Teaching : UNIT TRAFFIC LESSON 2: A CLOSER LOOK A.OBJECTIVES Knowledge: By the end of the lesson, students will be able to - - Vocabulary: Means of transport, road signs - Grammar: It indicating distance, usded to for past habits or states - practice skills: Ss improve their writing, reading, speaking and listening skills Cometences: - Communication, self study, self-check Quality: Students can use the structure to exercises B.TEACHING AIDS: Teacher’s: teacher book Students’: Textbooks, notebooks C PROCEDURE Warm- up (5’) Class organization (1’) - Attendance: 7A a Goal: help ss to learn how to use “it and used to” b Content: Ss give the use, the form c Expected result: Ss can remember the use, the form d.Performance: Brainstorming ? Work in groups to write activities that you did in the past but you don't them now => Lead to new lesson Presentation (10’) a.Goal: introduce new words b Content: s can pronounce new words c Expected result: ss can understand and use new words d Performance: Teacher's &Ss' activities Contents * Pre- teach vocabulary- Teacher use I different techniques to teach vocab - open-air (adj): (situation, realia) - tricycle (n): - Follow the seven steps of teaching - accident (n): vocab - desk job (n): - Repeat in chorus and individually - pond (v): - Copy all the words xe ba bá tain nạn công vi ao E.g: How far is it from your house to there? * Checking vocab: Matching It's about two kilometers "It" indicating distance -> "It": the formal subject to indicate ? Refer back to the conversation in distance getting started and find sentences with E.g: "it" as the subject There used to be many trees on this street, ? Is "it" in the example the formal but now there are only shops subject? - We used "used to" to describe an action or ? What does it indicate? a state that happen regularly in the past but 2.3 Used to does not happen at present/ no longer happen ? Study the examples in grammar P10 now ? What we use "used to" for? - Used to is the same form for all persons - Teacher explains the rules of (+), (-), (?) ? Give more sentences in all three form Practice (20’) a.Goal: using the present tenses to exercises b Content: Do exercises 1,2 in textbook c Expected result: can exercises well d Performance: Teacher's &Ss' activities Contents Ex 1- P 19 Ex1 Write sentences with it (1 P9) ? Work by yourself and write down the sentences - Teacher observes and helps when and where necessary - Have some students read their sentences - Correct their mistakes Ex2:Ask,answer questions about distance ? Work in pairs ? Ask and answer questions about distance in your neighborhood Ex 2- P 19 - Ex2:Ask,answer questions about distance ? Work in pairs ? Ask and answer questions about distance in your neighborhood Futher practice (10’) a.Goal: using “used to” to exercises b Content: Do exercises 3a,b in textbook c Expected result: can exercises well d Performance: Teacher's &Ss' activities 3.a Used to * Study : Watch out Ex3: Complete the sentences with "used to" or II Grammar It's about 700 metres from my house to Youth Club It's about km from my house to the nearest town It's about 120 km from Ho Chi Minh City to Vung Tau It's about 384,400 km from the Earth to the Moon It's not very far from Ha Noi to Noi Bai Airport Ex2 P9 E.g: A: How far is it from your house to school? B: It's about a kilometre Contents used to ride used to be used to go Did use to play did not use to feel "use to"(3 P10) ? Work independently to write the sentences in your notebook - Teacher monitors and gets feedback Ex 3b- P 20 - Allow Ss time to discuss and find the answers to the questions If Ss are having difficulty answering question 2, T may ask questions such as 7s a schedule usually for present or future activities?’ Then have Ss read the REMEMBER! Box - Ss work in groups and discuss the two questions given - Ss read the REMEMBER ! Box and take note Find someone who - Give instructions ? Work in groups ? Report the result to the class b work in groups Discuss the questions Key: The future The present simple Ex4 P10 My mum used to live in a small when she was a girl There did not use to be (as) many vehicles on roads We used to cycle to school two years ago Now there are more traffic accidents than there used to be My uncle used to be a bus driver some years ago, but now he has a desk job E.g: A: Did you use to play marbles? Phong: Yes I used to play marbles E.g: Phong used to play marbles * Homework - Learn by heart the form of the present tenses - Do ex B4, 5, page 13,14- workbook - Prepare UNIT 7: COMMUNICATION/ page 21- textbook Week : Period: 58 Planning: Teaching : UNIT POLLUTION LESSON 5: SKILLS A OBJECTIVES Knowledge: - Talk about the causes and effects of water pollution as well as ways to reduce it - Read for general and specific information about water pollution Competences: + Develop communicative competence, discovery, cooperation compentence and thinhking compentence Quality: Students know to the causes and effects of one pollution type They know how to protect the environment B TEACHNG AIDS T : Textbook, lesson plan, a projector, a laptop Ss : Learn the old lesson, prepare Unit 7: skills C Procedure Warm up: ( 5’) - Organization (1’) 8A: 8B: 8C: a Goal: Review pollution vocabulary b Content : Ss can tell water pollution c Expected result: Ss can give a presentation on water pollution d Performance - T asks Ss to talk about water pollution - Ss discuss and tell waterpollution - T gets feedback Presentation : Pre - reading (13’) a Goal: Provide Ss necessary vocabulary related to the water pollution and get the main ideas from the text b Content : Remind Ss of the words they learnt in Getting Started c Expected result: understand using and meaning of the vocabularies d Performance: Teacher's & Ss' activities Contents Have Ss this activity in pairs One student looks at the picture A on +whole class page 12 while the other looks at Vocabulary: picture B on page 15 They ask each + groudwater: the water beneath the earth’s other Yes/ No questions to find out the surface differences between the two pictures + Pesticide(n): T may model asking and answering + Herbicide(n) Week : Period: 99 Planning: Teaching : UNIT 12: LIFE ON OTHER PLANETS Lesson 5: Skills I OBJECTIVES Knowledge: By the end of the lesson, Ss will be able to know more about life on Mars They will be able to talk about life on Earth and other planets - Vocabulary: Vocabulary related to the topic life on other planets - Grammar: reported speech Competences: Teamwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence Quality: Ss will be more responsible for and be more aware of protecting and discovering about life on other planets II TEACHNG AIDS Teacher: Textbooks, teaching plan, teacher’s book… Students: Textbooks, notebooks… III PROCEDURE Warm up: a Goal: To help Ss to pay attention in the lesson b Content: Ss work individually to answer the teacher’s question c Expected result: Ss can answer the teacher’s question correctly d Performance: Teacher's & Ss' activities Contents T asks Ss to cover the reading 1a Look at the pictures and discuss the passage, look at the pictures of the questions two planets and answer the questions - Picture A: Earth T asks them: Picture B: Mars - What else can you infer from the - The difference is that there is life on Earth pictures? but there isn’t on Mars Ss answer the questions Pre – Reading a Goal: help students prepare for reading to a text about b Content: Ss work individually to find words in the passage that have similar meaning to these words or phrases c Expected result: Ss can read for specific information about life on other planets and reading exercises correctly d Performance: Teacher's & Ss' activities Contents - Give Ss two minutes to skim the 1b Read the text below and check your passage and check their answers answers - ss’ answers While - Reading a Goal: Ss can talk about what life may be like on other planets b Content: Ss work individually to match the headings with the paragraphs (1-3) + Ss work in pairs to read the text again and answers the questions c Expected result: Ss can read for specific information about life on other planets and reading exercises correctly d Performance: Teacher's & Ss' activities Contents - Have Ss scan the passage to find the Find words in the passage that have words in red and match them with the similar meaning to these words or definitions T can explain some phrases difficult words/ phrases Key: - Ss should check the meanings of the poisonous twice words from the context Then check experiences traces their answers as a class surface climate T has Ss read the table of information accommodate carefully Answer their questions if they have any Match the headings with the Ss work in pairs to ask and answer paragraphs (1-3) There is one extra questions based on the suggested Key: information in the table and the C B A example Read the text again and answers the questions Key: It is also called the Red Planet 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 A day on Mars is a bit longer It is twice as long as a year on Earth Speaking a Goal: Ss work in pairs to take turns to report what their previous partner said about life on their planet b Content : Ss work in pairs to take turns to report what their previous partner said about life on their planet c Expected result: Ss can use reported speech to report their previous partner’s answers correctly d Performance: Teacher's & Ss' activities Contents T has Ss read the table of information Work in pairs One is a human and the carefully Answer their questions if other is a Martian Use the suggestions they have any below to ask and answer about life on Ss work in pairs to ask and answer Earth and life on Mars questions based on the suggested Example: information in the table and the - So what kind of food you eat? example - Well, we eat things like rice, bread, cooked T sets a time limit of to 10 minutes meat And you? 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 Have them ask and answer questions about food and drink Have another pair the same, asking and answering about sleep and travel Then have a third pair to finish with environment and problems Now swap pairs The human of one pair works with the Martian of the other pair Take turns to report what your previous partner said about life on their planet your new partner to see if he/ she said similar things New human:What kind of food did the human say she ate? New Martian: She said that she ate rice, break, meat and fruit and vegetables New human: Yes, that’s right! *Homework: Retell the contents of the lesson - Do C1, D1, D2 (P.47 – 48) in the workbook - Prepare next lesson: Skills (Find the information about aliens and write to discribe a alien) Week : Period: 100 Planning: Teaching : REVIEW (P1) I OBJECTIVES Knowledge: By the end of the lesson Ss will be able to review pronunciation, vocabulary and the grammar points they have learnt in unit 10, 11,12 They can also practice making every day English - Vocabulary: Review the vocabulary they have learnt in unit 10, 11,12 - Grammar: future tenses, to infi, reported speech Competence: Teamwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence Quality: Students are hard-working and attentive II TEACHNG AIDS Teacher: Textbooks, teaching plan, projector Students: Textbooks, notebooks… III PROCEDURE Warm up: a Goal: To warm up the class and introduce the lesson b Content: Ss answer the teacher’s questions individually c Expected result: Ss can answer the questions correctly d Performance: Teacher's & Ss' activities Contents T asks Ss some questions *Chatting Ss answer the questions Practice 2.1 Pronunciation a Goal: Help Ss review the rules of stress in words starting or ending in un-, im-, -ful, -less, -ity, and -ive b Content: + Ss work individually to mark the stress for the following words, then listen and repeat + Ss work individually to complete the words in these sentences Then listen, and check c Expected result: Ss can review the rules of stress in words starting or ending in un-, im, -ful, -less, -ity, and -ive and pronunciation exercises correctly d Performance: Teacher's & Ss' activities Contents - Review the rules of stress in words Mark the stress for the following starting or ending in un-, im-, -ful, words, then listen and repeat -less, Key: -ity, and –ive with Ss as a class uni'dentified 'meaningful un'suitable - Have Ss then mark the stress 'paperless a'bility im'mobile independently 'wireless po'ssessive suc'cessful - Play the recording Ss listen and in'formative inte'ractive im'possible correct their answers capa'bility un'popular 'powerless - Confirm their answers Ss listen 'colourless again and repeat, in chorus and Complete the words in these sentences individually Then listen, and check - Ss work individually to complete the Key: words in the sentences Then T plays colourless unidentified the recording for Ss to check interactive capability meaningful impossible 2.2 Vocabulary a Goal: Review the vocabularies they have learnt in unit 10, 11,12 b Content: + Ss work individually to match each verb in column A with a phrase in column B + Ss work individually to write the correct form of the words in brackets to complete the passage c Expected result: Ss can review vocabularies they have learnt in unit 10, 11,12 and vocabulary exercises correctly d Performance: Teacher's & Ss' activities Contents - Ss the task individually and then Match each verb in column A with a share their answers with a partner phrase in column B Check Ss’ answers Key: meet face-to-face make inventions exchange information fly into space move round the sun benefit from science and technology - Let Ss read the passage for two or Write the correct form of the words in three minutes Ask Ss what part of brackets to complete the passage speech can be filled in each blank Key: - Elicit their answers Ss this scientist chemistry exercise individually T may ask some inventor ambitious Ss to write their answers on the board unhappy invention - Correct as a class 2.3 Grammar a Goal: Help Ss review the future tenses, to infi, reported speech b Content : + Ss work individually to use the correct form of the verbs in brackets + Ss work individually to Rewrite the following sentences in reported speech + Ss work individually to the Everyday English c Expected result: : Ss can review the future tenses, to infi, reported speech and grammar exercises correctly d Performance: Teacher's & Ss' activities Contents - Ss work individually and then Use the correct form of the verbs in compare their answers with a partner brackets - Call some Ss to read out their Key: answers will … be? to buy Confirm the correct answers to read look will be will appear to read will appear Rewrite the following sentences in - Ss the task individually Have two Ss write the sentences on the board while other Ss the exercise at their desks Ss comment on the sentences on the board Confirm the correct ones * Everyday English - Ss the task individually Then they can check their answers in pairs and practise saying the exchanges as naturally as possible Select different pairs to say the exchanges to the rest of the class *Homework: - Retell the contents of the lesson - Do the exercises in workbook - Prepare next lesson: Review (P2) reported speech Key: Lena said (that) she enjoyed chatting on the phone with her friends The teacher said (that) a communication breakdown might happen due to cultural differences Duong asked (me/ us) what the inhabitants of Jupiter might look like Chau asked (me/ us) if/ whether we would still have traffic jams in 30 years’ time Phuc told me (that) he had read a book about life on other planets *Everyday English Key: D F E G A C H B Week : Period: 101 Planning: Teaching : REVIEW (P2) I OBJECTIVES Knowledge: By the end of the lesson Ss will be able to practice skills with the knowledge they have learnt in unit 10, 11, 12 - Vocabulary: Review - Grammar: Review Competence: SS will develop some competences such as being determined, selfstudying, creative and communicating They will use language correctly Quality: Students are hard-working and attentive II TEACHNG AIDS Teacher: Textbooks, teaching plan, teacher’s book… Students: Textbooks, notebooks… III PROCEDURE Warm up: a Goal: To warm up the class and introduce the lesson b Content: Ss answer the teacher’s questions individually c Expected result: Ss can answer the questions correctly d Performance: Teacher's & Ss' activities Contents T asks Ss some questions *Chatting Ss answer the questions Practice 2.1 Reading a Goal: Help Ss know how to the reading exercise b Content: Ss work in pairs to read the following passage and mark the sentences T or F c Expected result: Ss can understand the passage and reading exercise correctly d Performance: Teacher's & Ss' activities Contents - Have Ss read the passage one or two Read the following passage and mark times Clarify anything they not the sentences T or F understand fully T may have some Ss T F F read aloud sentence by sentence F T T Correct their pronunciation Then Ss the exercises in pairs Correct as a class 2.2 Speaking a Goal: Help Ss know how to practice speaking b Content: Ss work individually, then work in groups to ask and answer about the topic c Expected result: Ss can practice speaking and ask and answer about the topics well.d Performance: Teacher's & Ss' activities Contents - Ss work individually first Have Choose one of the questions that them read all the five questions and interests you the most think of the question that interests them the most Then Ss can spend a few minutes thinking about what they would like to say about the topic - Then they form groups of about four Ss Have Ss ask and answer on their topics Encourage them to use the language they have learnt Go round and observe the groups Remember that the focus of the activity should be fluency, so don’t expect Ss’ accuracy to be high Praise Ss’ efforts in communicating their ideas verbally 2.3 Listening a Goal: Help Ss know how to the listening b Content : Ss work individually to listen and choose the correct answer c Expected result: : Ss can listening exercises well d Performance: Teacher's & Ss' activities Contents Before playing the recording, give Ss Listen to the conversation and choose a minute to read the questions Check the correct answer to each question that Ss understand the phrases used C B A - SS guess the answer A C - Play the recording once or twice, or as required Ss listen and choose the correct answers Play the recording again for Ss to check their answers 2.4 Writing a, Aims: Help Ss write an online message to a friend and tell him/ her about the problems you have had recently with your iPad b, Contents: Ss work individually to write an online message to a friend and tell him/ her about the problems they have had with their Ipad c, Outcome: Ss can write an online message well d, Organization: Teacher's & Ss' activities Contents Before playing the recording, give Ss Write an online message to a friend and a Before writing, have Ss brainstorm tell him/ her about the problems you have ideas about the use of modern had recently with your iPad equipment in our lives: advantages, Suggested writing disadvantages, etc Then explain the Dear Hoa, writing task Ss need to write a short - My father bought me an Ipad for my last not more than 100 words - online birthday I like it very much However, I message to a friend Elicit from Ss the have some problems with it words and phrases they may need for Firstly, it is time-consuming to use an Ipad I their writing Remind them of the don’t have much time for studying reasons for communication Secondly, my Ipad is always of flat battery breakdown and the rules of netiquette they learned in Unit 10 - Give them time to the writing task - Have Ss swap their work with their partner to check before going through some of the messages as a class - Collect their work to check at home *Homework: - - Retell the contents of the lesson - Review all knowledge for the test - Prepare for the second end-term test because I used it continuously for nearly one year The final problem of my Ipad is weak signal It’s difficult for me to contact with my friends or surf the Internet with this Ipad Here are some problems of my Ipad What should I now? Write to me soon Love Hien Week : Period: 103 Planning: Teaching : UNIT 12: LIFE ON OTHER PLANETS Lesson 6: Skills I OBJECTIVES Knowledge: By the end of the lesson, Ss will be able to listen for specific information about life on other planets They will be able to use their imagination to write a description about an alien - Vocabulary: Vocabulary related to the topic life on other planets - Grammar: reported speech Competences: SS will develop some competences such as being determined, selfstudying, creative and communicating They will use language correctly Quality: Students are hard-working and attentive They know more about life on other planets II TEACHNG AIDS Teacher: Textbooks, teaching plan, teacher’s book… Students: Textbooks, notebooks… III PROCEDURE Warm up: a Goal: To help Ss to pay attention in the lesson b Content: Ss work individually to draw aliens and answer the questions c Expected result: Ss can answer the questions correctly d Performance: Teacher's & Ss' activities Contents - Ask a couple of Ss to come to the SS’ answers board and draw their versions of an alien - Ask Ss how they would feel if they saw an alien - Ask Ss if they think aliens are very different from humans, and what differences there may be Pre – Listening a Goal: understand and use some lexicals before listening to Tom’s imagined description of what an alien from another planet may be like b Content: + Ss work in pairs to describe the pictures and answer the questions c Expected result: Ss can answer the questions correctly d Performance: Teacher's & Ss' activities Contents - Ask Ss to work in pairs to describe Work in pairs Describe the pictures the pictures and answers the and answer the questions questions - SS’ answer - Before Ss listen, ask them to read the information in the table carefully and try to predict the answers Tell them that to this they should highlight key words in the questions and decide the part of speech of the words they will need to fill in the blanks, then listen carefully to find the words from the recording While - Listening a Goal: Listen to Tom’s imagined description of what an alien from another planet may be like and answer the question and then fill each blank b Content: + Ss work in pairs to describe the pictures and answer the questions + Ss work individually to listen and fill each blank with no more than three words + Ss work individually to listen and tick (√) true (T), false (F) or not given (NG) c Expected result: Ss can listen to Tom’s imagined description of what an alien from another planet may be like and listening exercises correctly d Performance: Teacher's & Ss' activities Contents - Play the recording twice Have two Listen to Tom’s imagined description of Ss write their answers on the board what an alien from another planet may be Confirm the correct answers like Fill each blank with no more than three words… - Have Ss work individually to Key: underline the key words in the Jupiter Much bigger statements Ask Ss to the exercise More powerful Lots of hair without listening to the recording Thick skin four eyes first Write their answers on the board Happiness Fear without confirming the correct Energy 10 rocks answers Play the recording again for Ss to check T may pause at the Listen again and tick (√) true (T), false sentences that include the information (F) or not given (NG) Ss need for the answers Key: F NG T F F F Writing a Goal: Ss can write to discribe an alien b Content : + Ss work in pairs to imagine what an alien may be like, use their imagination to fill in the web + Ss work individually to use the notes to write a description of your alien + Ss work in pairs to swap their work with their partner c Expected result: Ss can write to discribe an alien well d Performance: Teacher's & Ss' activities Contents Pre – writing Work in pairs Imagine what an alien - Set a time limit for Ss to brainstorm may be like Use your imagination to fill ideas and write their notes Move in the web below around and help Ss if necessary Ask Ss to refer back to the speaking in 5, SKILLS and listening in and 3, SKILLS for useful language and ideas While – writing - Now have 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 The script can act as a writing model, but make it clear that Ss should change the content to match their own ideas Now use the notes to write a description of your alien Suggested writing I sometimes dream about meeting an alien from Mars He looks very strange He has big eyes and he is a little bigger and more violent than me His skin is black He has no hair on his head but he has an antenna He wears clothing but it is made of metal It’s very strong He looks really powerful and he always has to fight for the freedom of his planet There are a lot of invaders from the galaxy who want to control his planet He loves peace and he will everything to protect his planet Post – writing Swap your work with your partner Ss swap their writing with a partner How different is your description from They comment one each other’s work your partner’s Ss revise and edit their writing in class if time allows, or else as homework *Homework: Retell the contents of the lesson - Complete their writing - Prepare next lesson: Review (P1) Week: Period: 104 Planning: Teaching: UNIT 12 LIFE ON OTHER PLANETS Lesson 7: Looking back + Project I OBJECTIVES Knowledge: : By the end of the lesson, students will be able to: + Vocabulary: Life on Earth and other planets + Grammar: - May and might: review - Reported speech: questions + Communication: Predicting what other life form might be like Asking and answering questions about life on other planets Competences: Develop communicative competence, discovery, cooperation competence and thinking competence Quality: Develop honest, responsible qualities for students II TEACHING AIDS Teacher: Textbook, computer, projector Students: Textbook, workbook III PROCEDURE Warm up (5’) - Organization: 8A: 8B: 8C: a Goal: Help Ss to be excited about the lesson and revise the vocabularies of the topic b Content: Rearrange the letters to label the picture c Expected result: Ss can find out the words and be ready for the lesson d Performance: Teacher’s and Ss’ activities Content -T presents the pictures with the Rearrange the letters to label the jumble words picture - have ss work in two teams to reorder3 1.aliens space buggy the letters to label the pictures weightless solar energy - call on each team to give their planet spaceship answers flying saucer galaxy - Give feedback and correct Presentation(5’) a Goal: Help Ss to revise the structures of the reported speech b Content: Work in pairs to give the structures of the reported speech c Expected result: Write down the structures of the reported speech d Performance: Teacher’s and Ss’ activities Content - T ask ss to repeat the structures of the reported speech - S + asked +(O) + If/ whether + S + - have ss work in pairs to repeat the V( back one tense) structures - S + asked + (O) + wh+ S + V( back - call on some ss to give their one tense) answers - Give feedback and correct Practice (20’) a Goal: Help Ss to revise the vocabularies and reported speech b Content: Fill in each gap with a suitable word; Underline the correct answers; Put the words in the correct order to make reported questions; Change the questions into reported questions c Expected result: Ss can complete studying tasks b Performance: Teacher’s and Ss’ activities Content -T run through the words and Fill in each gap with a suitable sentences word - Ask ss to work individually then accommodate surface compare with their partner traces climate NASA - call on each student to give their answers - Give feedback and correct - T run through the sentences Underline the correct answers - Ask ss to work individually then if had been who compare with their partner had been how ate what - call on each student to give their Work in groups answers - Give feedback and correct - T run through the sentences Put the words/ phrases in the - Ask ss to work individually then correct order to make reported compare with their partner questions - call on each student to give their 1 He asked me how I would reach if I answers saw an alien - Give feedback and correct 2 The teacher asked me which planet was most suitable for human life 3 My friend asked me when humans had first landed on the moon 4 She asked me what the difference between a planet and a star was 5 They asked if there was water on Mars - T run through the sentences - Ask ss to work individually then Change the following questions in compare with their partner to reported questions - call on each student to give their 1 The teacher asked ss what the answers essential conditions for human life - Give feedback and correct were 2 Samuel asked the scientist if humans had been able to communicate with people on other planets 3 Nick asked the journalist id the Roswell UFO incident had taken place in the US 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 6 Diane asked her mother why people couldn’t move to Mars immediately Production (12’) a Goal: Help Ss to ask and answer questions about life on other planets b Content: Choose the right sentences (A-E) to put into the dialogue c Expected result: Practise the dialogue fluently d Performance: Teacher’s and Ss’ activities Content - Ask ss to task in pairs Choose the right sentences (A-E) - Ask ss to work inpairs to the to put into dialogue task B D A - Asked some pairs to rehearse the C E dialogue - Give feedback and correct *Homework (3') Project - Work in groups Give ss enough time to write and answer the questions then develop their ideas ... English - Ss love the subject II TEACHNG AIDS Teacher: Textbook, workbook, English room Students: Textbook, workbook III PROCEDURE Warm up (8? ??) - Organization: 8A: 8B: 8C: a Goal: name some... text II TEACHING AIDS T : Textbook, lesson plan, , a projector, a laptop Ss : Learn the old lesson, prepare Unit 8: Looking back & Project III Procedure Warm up: ( 5’) - Organization: 8A: 8B:... prevent natural diasters II TEACHING AIDS Teacher: Textbook, computer, projector Students: Textbook, workbook III PROCEDURE Warm up (5’) - Organization: 8A: 8B: 8C: a Goal: Help Ss to