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Giáo án Anh Văn 8 cả năm Chuẩn theo công văn 5512. Đúng hình thức chuẩn nội dung và các yêu cầu theo công văn 5512. Giáo án soạn chi tiết tỉ mỉ và có nhiều hoạt động phát triển năng lực cho học sinh. Giáo án tuân thủ đúng các yêu cầu của công văn 5512 và đặc biệt giáo án là file Word nên rất dễ chỉnh sửa nếu chưa thấy ưng ý.
Preparation day: / 1/ 2021 Period 55: UNIT 7: RECIPES AND EATING HABITS LESSON 1: GETTING STARTED SUBJECT: ENGLISH (Total: lessons) I OBJECTIVES: Knowledge: - By the end of the theme SS can use some vocabularies and structures to talk about their favourite dishes and recipes for dishes Competences: To develop self- studying skill, communicating and co-opererating skills, problem- solving and creating skills Qualities: To educate ss mercifulness, patriotism, studiousness, honesty and responsibility II TEACHING AIDS: - Students: Materials: book, board - Teacher: Equipment : laptop, projector II TEACHING PROCEDURES: Class organization: Day Date Period Class Attendance Absence * Checking: - Talk about one of the wonders you like best New lesson: A Activity 1: Determining the task: * Chatting: *Aims: To help ss to relate to the topic of unit *Content: Ask Ss what their favorite dishes are * Output: Ss can relate to the topic of unit * Process: 1.Transfering the task: - Ask Ss to work in group to the task Doing the task: In groups of three, ask what their favorite dishes are Reporting the result and discussing: - SS present Feedback: - T corrects and gives the remarks B Activity 2: Form the new knowledge: T AND SS’ ACTIVITIES MAIN CONTENTS I Teaching vocabulary *Aims: Ss know how to read new words, identify their meanings and use them to make sentences and know what they are going to listen and read *Contents: Vocabularyabout recipe and eating habits * Output: Almost all the students can this task well * Process: Transfering the task: - Elicit some new words from the pictures and situations , realias … Doing the task: T: reads new words - T: writes new words on the board - SS: listen and repeat in individual first then the whole class Reporting the result and discussing: - Call 3- SS to read the words again - Checks vocab : slap the board Feedback: - T corrects and gives the remarks Ask Ss to open their books and look at the picture and the phrase under GETTING STARTED Ask them some questions: Who can you see in the picture? What is there on the table? Where are the people? What you think the people in the picture are talking about? I New words : - ingredients - prawn (n) - celery (n) - spring onion (n) - mayonnaise (n) - to boil - to drain - to peel - to chop - to starve Kho : to cook with sauce Nướng : to grill Quay : to roast Rán, chiên : to fry Xào, áp chảo : to saute Hầm, ninh : to stew Hấp : to steam C Activity 3: Practice *Aims:SS get the content of the conversation between Nick and Mi and then complete the exercises *Contents: read the conversation * Output: Almost all SS can complete the task(s) * Process: Ex1: Ex1 Listen and Transfering the task: read - Explain the requirement of the task to SS a Can you find a Doing the task: word that means: - SS listen to the conversation Key: - Ss work in pairs to complete the tasks starter Reporting the result and discussing: versatile - T calls two Ss to write on the board drain - Other SS give their answers orally peel Feedback: chop - T corrects and gives the remarks combine a.Can you find a word that means: b.Find all the words Have Ss work independently to find the words with the related to the topic of given meanings in the dialogue Allow Ss to share their answers before asking them to discuss as a class Remember to ask Ss to read out the lines in the dialogue that contain the words Quickly write the correct answers on the board - Have Ss look at the Watch out! box and quickly read the information If time allows, ask Ss to make some examples with the expressions b Find all the words related to the topic of food in the conversation Put them in the word webs Ask Ss to work in pairs and complete the word webs Call on one pair to write their answers on the board Other pairs add more words if needed c Answer the questions Have Ss read the questions to make sure they understand them Ask them firstly to answer the questions without reading the dialogue again Have Ss exchange their answers with a classmate Now ask them to check their answers by reading the dialogue again Ask for Ss’ answers Ex2 - Explain the requirement of the task to SS - Ss look at the pictures Tell Ss that in the box are some dishes from different countries in the world - Ask Ss to write these dishes under the pictures - Ss listen to the text - Ss work in pairs to complete the task food in the conversation Put them in the word webs c Answer the questions Key: Nick’s mum Because it’s simple and delicious In the summertime They are versatile, and you can use lots of different ingredients in a salad Nick’s mum boils and drains the prawns Nick washes the celery, peels the prawns, and mixes the ingredients Mi washes the spring onions, chops the celery and spring onions, and mixes the ingredients Because he is finding it difficult to wait for one hour Ex2 Write the name of each dish in the box under each picture A Cobb salad B sushi C steak pie D fajitas E lasagne F mango sticky rice G beef noodle soup H curry Lasagna, Lasagne, (phát âm [lazaɲɲa], số nhiều [lazaɲɲe - T calls two Ss to write on the board - Other SS give their answers orally - T corrects and gives the remarks Ex3 a Have Ss work in pairs to discuss what country in the box is associated with each dish in Check and confirm the correct answers b Tell Ss to complete the sentences with the names of the dishes in2 The complete sentences will give Ss information about these dishes Call on two Ss to write their answers on the board - If time allows, T may organise a short activity to check Ss’ short-term memory Have Ss close their books Point at each of Ss’ answers on the board and quickly Ss have to call out the country where the dish comes from Ex3a In pairs, discuss which country from the box is associated with each dish in A The USA B Japan C The UK D Mexico E Italy F Thailand G Viet Nam H India b Fill each blank with the name of a dish in Lasagne curry steak pie Fajitas sushi D Activity 4: Application *Aims:Help Sstalk about the name of some food *Content:Make two big groups One group names a service The other group gives their vision of that service in the future Take turns to this * Output: Almost all the students can complete the tasks * Process: Transfering the task: Food quiz - AskSs to work in groups to the quiz The group beef which has the answers the fastest is invited to read out prawn, potato their answers Elicit feedback from other groups and ask cheese, butter, ice them to add some other answers cream Doing the tasks strawberry, lychee, - Ss work in groups to the quiz The group which cherry, pomegranate has the answers the fastest is invited to read out their broccoli, spinach, answers Elicit feedback from other groups and ask them lettuce, celery, to add some other answers kohlrabi T moves around to provide help (if necessary) Reporting the result and discussing: - Ss play the game - When time is up, ask the first group to read out a question in their quiz Ss from other groups give the answers Other Ss decide if their answers are correct Continue the activity until all the groups have read out all of their questions Feedback: - T gives the remarks Homework: - Learn new words by heart - Read the conversation again -Copy the exercise into notebooks - Prepare: UNIT 7:A closer look 1/ Page 9- textbook Preparing day: 26/ 01/ 2021 Period 56: UNIT 7: RECIPES AND EATING HABITS LESSON 2: A CLOSER LOOK SUBJECT: ENGLISH (Total: lessons) I OBJECTIVES: Knowledge: After the lesson students will be able to: - use the lexical items related to dishes and ways of preparing and cooking food - ask statement questions with the correct intonation Competences: To develop ss’ ss’ self- studying skill, communicating and co-opererating skills, problem- solving and creating skills Qualities: To educate ss about mercifulness, studiousness, honesty and responsibility II TEACHING AIDS: - Students: Materials: book, board - Teacher: Equipment : laptop, projector II TEACHING PROCEDURES: Class organization: Day Date Period Class Attendance Absence * Checking: S1: goes to the board to write new words - S2: answers some questions New lesson: A Activity 1: Determining the task: Brainstorming *Aims:To encourage Ss in their new lesson by playing a game *Contents: Ask Ss to call out the types for preparing and cooking foods they remember in the previous lesson Tell them that in this lesson they are going to learn some similar vebs * Output: Ss use the language correctly when talking about recipes * Process: 1.Transfering the task: - Ask Ss to the task Doing the task: - Ss work individually Reporting the result and discussing: - SS answer the questions Feedback: - T gives the remarks B Activity 2: Form the new knowledge T AND SS’ ACTIVITIES MAIN CONTENTS I Teaching Vocabulary *Aims:Ss know how to read new words, identify their meanings and some exercises *Contents: new words * Output:Students complete the exercises * Process: Transfering the task: I Vocabulary - Explain the requirement of the task to - whisk: beat eggs, cream, etc., with SS a special tool to add air and make the Doing the task: food light (đánh trứng, kem.,.) - Teach some new words : - slice: cut something into thin flat - T: writes new words on the board pieces (thái lát) - SS: listen and repeat in individual first - grate: rub food (e.g cheese) then the whole class against a grater in order to cut it into Reporting the result and discussing: very small pieces (nạo) Call 3- SS to read the words again - dip: put something quickly into a Checking: rub out and remember drink, sauce or batter and take it out Feedback: again (nhúng) - T corrects and gives the remarks - chop: cut something into pieces with a knife (chặt, cắt) - spread: put a layer of a substance evenly onto the surface of something (phết) - sprinkle: shake small pieces of something, or drops of a liquid, on something (rắc) - marinate: pour a mixture, usually containing oil, wine or vinegar, and herbs and spices, over meat or fish before it is cooked to add flavour or make it tender (ướp) C Activity 3: Practice *Aims: - Ss know how to exercises *Content: Do exercises *Output: Students complete the exercises *Process: Transfering the task: - Explain the requirement of the task to SS Doing the task: - Ss work individually - Use the verbs correctly to talk about food preparation Reporting the result and discussing: - T calls two Ss to write on the board - Other SS give their answers orally Feedback: - T corrects and gives the remarks Ex1: - Have Ss work individually to this exercise and then compare their answers with a classmate Elicit the answers from Ss and quickly write them on the board Ex2: The purpose of this exercise is to help Ss use the verbs correctly to talk about food preparation Ask Ss to work in pairs to the exercise Check the answers as a class If time allows, have Ss make sentences Ex3 Have Ss this exercise individually and then compare their answers with a partner Check and confirm the correct answers Have Ss give the Vietnamese translation of the words if needed Ex4a a Ask Ss to answer the two questions Elicit their answers Ask them if they have ever eaten or made a pizza If Ss have eaten pizza, ask them if they like the dish If they have made a pizza themselves, ask them to describe the process of making one briefly b Have Ss complete the instructions individually and then compare their answers with a partner Check the answers as a class Ask Ss who have not made a pizza before if they can make a pizza themselves after heading the Ex1 Write a food preparation verb from the box under each picture Chop: chặt, cắt Slice: thái lát grate : nạo marinate: ướp whisk: đánh trứng dip: nhúng sprinkle: rắc spread: phết Ex2 Complete the sentences with the correct form of the verbs in Key: chop; Slice 2.grates; sprinkles Marinate Ex3 Match each cooking verb in A with its definition in B Key: g e f a h d c b Ex4a What can you see in the pictures? Do you know what dish these ingredients are used for? Key: tomato sauce, onion, cheese, apple, bacon, pizza base —> pizza b Complete the instructions below with the verbs in and One verb is used twice Key: Chop Grate Spread Sprinkle Spread Bake instructions II Teaching pronunciation *Aims:Help SS to learn and practice the Tones in statements used as questions *Contents: * Output: Almost all the students can this task * Process Transfering the task: II Pronunciation: - Explain the requirement of the task Tones in statements used as questions - Explain to Ss the meaning of ‘statement’ (a telling sentence that ends Ex5 Listen to the conversations with a full stop) and ‘statement Draw ↘ or ↗ at the end of each line question’ (used to check information; Practise the conversations with a has the order of a statement but ends partner with a question mark) - Have Ss listen to the recording Doing the task: Let them listen again and have them repeat the sentences with a focus on the tones Reporting the result and discussing: - SS read aloud Feedback: - T corrects and gives the remarks Ex5 Ask Ss to read through the three conversations Play the recording for Ss to draw appropriate arrows to indicate the intonation of each sentence Have Ss compare their answers in pairs Call on some pairs to read the conversations out loud Correct any mistakes For a more able class, have Ss work in pairs and draw the arrows first Then play the recording for them to check their answers D Activity 4: Application Aims:Help SS to learn and practice the Tones in statements used as questions *Contents: learn and practice the Tones in statements used as questions * Output: Almost all the students can this task * Process 1.Transfering the learning task: Ex6 a Work in pairs Complete the Ex6 a Ask Ss to work in pairs to mini-dialogues with suitable statement complete the mini-dialogues with questions suitable statement questions Call on b Practise the dialogues using the some pairs to write their answers on the correct intonation board Give comments when needed Suggested answer: b Practise the dialogues using the You don't like pasta?/Don't like correct intonation pasta? Have Ss practise the dialogues and act Add some salt? them out in front of the class with the correct intonation Ask other Ss to comment If time allows, let Ss write their own dialogues with statement questions Doing the task: Work in pairs Reporting the task result and discuss: Calls on some sts to read loudly Giving the remarks to their doing the task: - Correct and give marks - Feedback Homework: - Learn by heart the new words - Prepare UNIT 7: A CLOSER LOOK 2- page 11,12 - textbook Preparing day: Period 57: UNIT 7: RECIPES AND EATING HABITS LESSON 3: A CLOSER LOOK SUBJECT: ENGLISH (Total: lessons) I OBJECTIVES: Knowledge: After the lesson students will be able to: - use some quantifiers correctly - write and use conditional sentences type with modal verbs Competences: To develop ss’ ss’ self- studying skill, communicating and co-opererating skills, problem- solving and creating skills Qualities: To educate ss about mercifulness, patriotism, studiousness, honesty and responsibility II TEACHING AIDS: - Students: Materials: book, board - Teacher: Equipment : laptop, projector II TEACHING PROCEDURES: Class organization: Day Date Period Class Attendance Absence * Checking S1: Does A1- workbook S2:Write the words and make sentences New lesson: A Activity 1: Determining the task: * Play game: Network *Aims: To lead in the new lesson *Contents: giving examples with quantifiers * Output: - Most ss can complete the task(s) * Process: 1.Transfering the task: - Write down all quantifiers that they know in two minutes The winner in the pair with has the most answers Doing the task: - Students work in pairs Reporting the result and discussing: - SS present Feedback: - T corrects and gives the remarks B Activity 2: Form the new knowledge: T AND SS’ ACTIVITIES MAIN CONTENTS I Teaching Grammar: *Aims:Help SS to review quantifiers: a, an, some or any, use Conditional sentences type *Contents: Review quantifiers: a, an, some or any, use Conditional sentences type * Output: Almost all the students can review quantifiers: a, an, some or any, use Conditional sentences type and complete the exercises correctly * Process: Transfering the task: I Quantifiers: review - Asks sts to retell the grammar II Modal verbs in conditional Doing the task: sentences type Điều kiện Ss work individually xảy (open/likely/possible Reporting the result and condition) discussing: If + S + V (present simple), - T calls two Ss to write on the board S + can/must/may/might/should + V - Other SS give their answers orally (infinitive) Feedback: - T corrects and gives the remarks C Activity 3: Practice Modal verbs in conditional sentences type ( 15 minutes) *Aims:Help SS use modal verbs in conditional sentences type and quantifiers *Contents: Conditional sentences type 1, quantifiers * Output: Almost all SS can complete the exercises * Process: Feedback: - T corrects and gives the remarks D Activity 4: Apllication: Speaking *Aims: Help Ss practice talking about choosing future jobs and reasons for these choices *Contents: reasons for choosing future jobs * Output: Most Ss can practice speaking skill * Process: Transfering the learning task: III Speaking - Ss work in groups Each group should Ex4: Think about the skills and choose one job to discuss Ideally each abilities to the jobs below Work group would have a together to make notes different job If you have more groups Ex5: Choose one job from and than jobs on the list, Ss can contribute present your group’s ideas more jobs Ask them to make notes on Ex: a small poster, using the example as a S1: We think a nurse is a person who guide Set a time limit likes to take care of Doing the task: other people and can work in Work in groups to choose one job to a team discuss S2: We also think he or she shouldn't Reporting the task result and be afraid of medical matters, like discuss: giving injections or Calls on some ss to give answers doing stitches Giving the remarks to their doing S3:Nurses also have to be emotionally the task: strong, since they see some pretty sad - T corrects and gives the remarks and upsetting things - Give feedback through their work Homework: - Ask Ss to learn new words by heart - Do exercises C1,2 and D1,2,3 - P 52-53-54-55 - workbook - Prepare: UNIT 12: SKILLS –P.79- textbook Preparing day: Period 100: UNIT 12: MY FUTURE CAREER LESSON 7: SKILLS SUBJECT: ENGLISH (Total: lessons) I OBJECTIVES: Knowledge: After the lesson, Students will be able: - use the lexical items related to jobs and careers - listen for general and specific information about choosing future jobs and reasons for these choices - write about the qualities one needs to be able to a certain job Competences: - To develop ss’ ss’ self- studying skill, communicating and co-opererating skills, problem- solving and creating skills - expressing approval and disapproval of furute career choices Qualities: To educate ss about studiousness, honesty and responsibility II TEACHING AIDS: - Students: Materials: book, board - Teacher: Equipment : laptop, projector II TEACHING PROCEDURES: Class organization: Day Date Period Class Attendance Absence * Checking: - S1 does exercsie B2b- P54 - workbook - S2 does exercise B3- P55- workbook New lesson: A Activity 1: Determining the task *Chatting Ask Ss to about the qualities one needs to be able to a certain job *Aims: To lead in the new lesson *Content: Answer questions *Output: Almost all the students can take part in and this task well *Process:: 1.Transfering the task: - Ask Ss to discuss Doing the task: - Ss work in groups Reporting the result and discussing: - SS answer the questions Feedback: - T gives the remarks - T: leads in the lesson B Activity 2: Form the new knowledge T AND SS’ ACTIVITIES MAIN CONTENTS I Pre- Listening *Aims: SS will be able to listen for specific information about choosing future jobs and reasons for these choices and exercises *Contents: listen for specific information about choosing future jobs and reasons for these choices * Output: Most ss can complete the exercises * Process: Transfering the task: I Listening - Explain the requirement of the tasks to Ex1: Work in pairs and answer the SS questions below Doing the task: What job you want to in the - Ss complete the task future? - Ss listen to the recording What qualities you think you Reporting the result and discussing: need to that job - T calls two Ss to write on the board - Other SS give their answers orally Feedback: - T corrects and gives the remarks C Activity 3: Practice: Listening *Aims: SS will be able to listen for specific information about choosing future jobs and reasons for these choices and exercises *Contents: listen for specific information about choosing future jobs and reasons for these choices * Output: Most ss can complete the exercises * Process: Ex2: Ex2: Phong is talking to Transfering the task: Mrs.Warner, Nick's mother, about Tell them to listen carefully to find out future jobs he and his friends want the words/phrases from the recording to Listen to the conversation needed to fill in the blanks T can play the and fill in the blanks with no more recording twice if necessary than THREE words Doing the task: Key: - Ss complete the task mountains of work - Ss listen to the recording work overtime Reporting the result and discussing: rewarding - T calls two Ss to write on the board sociable - Other SS give their answers orally applied skills Feedback: good with his - T corrects and gives the remarks Ex3: Listen again and decide if the Ex3: following statements are true (T) or Have Ss work individually to underline false (F) the key words in the statements and Key: predict the answers Write their answers T T T on the board without confirming the F F T correct answers Play the recording again for Ss to check T may pause at the sentences that include the information Ss need for their answers Confirm the correct answers D Activity 4: Application: Writing *Aims: SS can write about the qualities one needs to be able to a certain job *Contents: writing about the qualities one needs to be able to a certain job * Output: Almost all the students can write the qualities one needs to be able to a certain job * Process: Transfering the task: II Writing Have Ss Ex 4,5 Ex4: Work in pairs Choose a job Doing the task: that you like Discuss which three Ss work in groups to Ex4,5 qualities would be necessary for T moves around to provide help (if people doing that job You can use necessary) some of the ideas below Remember Reporting the result and discussing: to give reasons - Ss present Ex5: Based on your discussion in 4, Feedback: write a paragraph about the three - T corrects and gives the remarks most important qualities a person Ex4: needs to be able to a job well Ask them to refer back to and as Remember to give reasons and examples for useful language and ideas examples to support your opinion Ask some pairs to present their ideas to What qualities a person needs to the whole class Remind Ss that they a job well depends on the job he should give examples and reasons to does This passage will discuss support their main points about the three most important Ex5: qualities a teacher needs to the Have Ss work individually to get their job well ideas down on paper and check the First accuracy of what they have written Give them ten minutes to write and edit their work Swap their writing with a partner for peer review, comments, and corrections Then ask Ss to write the second draft as homework Homework: - Do exercises: E1,2 – P56- workbook - Complete the writing on the notebook - Prepare: UNIT 12: LOOKING BACK & PROJECT – P.80-81 - textbook Preparing day: Period 101: UNIT 12: MY FUTURE CAREER LESSON 7: LOOKING BACK & PROJECT SUBJECT: ENGLISH (Total: lessons) I OBJECTIVES: Knowledge: After the lesson, students will be able: - Review all vocabulary and grammar by doing some exercises Skills: - Writing: use the words to write full sentences • Speaking: talk about their future career path Competences: To develop ss’ ss’ self- studying skill, communicating and co-opererating skills, problem- solving and creating skills Qualities: To educate ss about mercifulness, patriotism, studiousness, honesty and responsibility II TEACHING AIDS: - Students: Materials: book, board - Teacher: Equipment : laptop, projector II TEACHING PROCEDURES: Class organization: Day Date Period Class Attendance Absence * Checking: - Check SS’s writing New lesson: A Activity 1: Determining the task Chatting: Ss talk about their future jobs *Aims: SS can review the topic *Contents: words related to the topic * Output: Most ss can recall the leraned words * Process: 1.Transfering the task: - Ask Ss to work in group to the task Doing the task: - Ss the task in groups of four Reporting the result and discussing: - SS present their lists Feedback: - T corrects and gives the remarks B Activity 2: Practice: T AND SS’ ACTIVITIES AIN CONTENTS I Vocabulary *Aims: Help Ss revise vocabulary by using exercises *Contents: Do some vocabulary exercises related to the topic * Output: Most SS can complete the tasks * Process: 1.Transfering the task: Ex1: Match each job with its Explain the requirement of the tasks description to SS Key: Doing the task: C D 3E SS ex1,2,3 F A B Ss work individually to the Ex2: Match fragments -8 with matching and fill in the blank fragments A-H to make sentences Reporting the result and Key; discussing: H F F - SS give their answers A D G Feedback: - T corrects and gives the remarks - Give feedback C B Ex3: Fill each blank with one suitable word/phrase from the box Remember to change the form of the word/phrase where necessary Key: vocational dynamic empathetic acedemic subjects took into account professional burnt the midnight oil make bundle II Grammar * Aims: SS can practice grammar by completing exercises *Content: V-ing form or to-infinitive * Output: Ss can complete exercises * Process: 1.Transfering the task: Ex4: Complete the sentences using the - Explain the requirement of the tasks correct form (V-ing form or toto ss infinitive) of the verb in brackets Doing the task: Key: - SS ex 4,5 to lock working - SS the ex individually treating to get Reporting the result and to finish reading discussing: Ex5: Correct the italicised phrases - Two ss write their answers on BB where necessary - Others read out loud their answers Key: Feedback: working - to work - T corrects and gives the remarks promised to make - no change to be - being refused to attend - no change mind to burn - burning managed getting - managed to get admitted to study - no change offer working - offer to work prefer working - preferring to work 10 agreed to take - no change III Communication *Aims: SS can practice their speaking skill *Contents: think of two things that are true about your particular job and one thing that is not true Then introduce yourselves to the class, repeating the three ‘facts’ you have thought of * Output: Ss can complete exercises * Process: 1.Transfering the task: Ex6: Game: TRUE OR UNTRUE - Explain the requirement of the task Work in pairs Each pair is given a card to ss with a job With your partner, think of Doing the task: two things that are true about your - SS the ex in pairs to think of two particular job and one thing that is not things that are true of the job they are true Then introduce yourselves to the assigned, and one thing that is not class, repeating the three ‘facts’ you true about the job have thought of The class decides Reporting the result and which ‘fact’ is not true discussing: - T asks SS to take turns to come to the front to introduce themselves and repeat the three ‘facts’ The class will together decide which ‘facts’ are true, and which is untrue Feedback: - T corrects and gives the remarks C Activity 3: Application: Project *Aims: Encourage Ss to think about possible career paths they may want to follow, and to some more researches about the factors they have to consider if they are going to follow that pathway *Contents: Draw a picture of your imagined career path Present it to your class * Output: Almost all ss can take part in and complete the task * Organization Transferring the tasks: IV Project: - Talk about real path they might Describe the picture want to follow Draw a picture of your imagined Doing the tasks: career path Present it to your class Ss work in groups to think of a real Explain: path they might want to - Why you think your career path is follow: giving reasons for the choice, the way you have drawn it? considering factors like - What are the factors you will consider qualifications, skills, hobbies, as you go along the path? personalities, practical issues, and - Who you think will help you along even the employment market the path? Reporting the result and discussing: - the groups share their writings with the class Have Ss present their ideas in the next lesson Feedback: T and other Ss check and give comments, the whole class can vote for the best Homework: - Redo all the exercises above and exercises in the workbook - Prepare: REVIEW - P.82- Textbook Preparing day: Period 103: REVIEW LESSON 1: LANGUAGE SUBJECT: ENGLISH (Total: lessons) I OBJECTIVES: Knowledge: After the lesson students will be able to: - Revise all the learnt words and structures from unit 10 to unit 12 They can make sentences using them - Pronounce the sounds they’ve learnt, use everyday English fluently - Use simple past, past perfect, future passive, defining and non-defining relative clauses to exercises - Do some exercises in the form/tense of the verbs pronunciation, vocab, grammar from unit 10 to unit 12 Competences: To develop ss’ self- studying skill, communicating and co-operating skills, problem- solving and creating skills Quality: To educate ss about mercifulness, patriotism, studiousness, honesty and responsibility II TEACHING AIDS: - Students: Materials: book, board - Teacher: Equipment : laptop, projector III TEACHING PROCEDURES: Class organization: Day Date Period Class Attendance Absence * Checking: (during the lesson) New lesson : A Determining the task (3 minutes) *Chatting: *Aims:to lead to the new lesson *Contents: things ss learned in units 10,11,12 * Output:Almost all the students can this task well * Process: 1.Transfering the learning task: - Explain the requirement of the task to SS Doing the task: - Ss work to complete the task Reporting the task result and discuss: - SS give their answers orally Giving the remarks to their doing the task: - T corrects and gives the remarks B Activity 2: T AND SS’ ACTIVITIES MAIN CONTENTS I Language *Aims:Ss review all the pronunciation, vocabulary, main grammar, vocabulary and everyday English they’ve learnt from Unit 10-12 *Contents: pronunciation, vocabulary, main grammar, vocabulary and everyday English from Unit 10-12 *Output:Ss can remember and understand the use of these structures *Process: Ex1: I Language Review the rule of tones (high or Pronunciation rising tones to check information, to Ex1: Draw rising or falling arrows to indicate items in a list, to disagree illustrate the correct tones, then listen with someone or for emphasis and and practise saying the sentences low or falling tones to indicate that a Key: list is finished, to agree with A What the astronauts while they someone, and with Wfi-questions) are aboard the ISS? with Ss Before listening to the B They keep the station in good recording, have Ss draw arrows to condition, and science experiments illustrate the appropriate tones Play A Sounds hard! the recording Ss listen and check the B Not at all! answers Confirm their answers as a A They don't have ‘weekends’? class Ss then listen again and repeat, B They in chorus and individually A What they during their Ex2: ‘weekends’? - Explain the requirement of the task B They various things like watching to SS movies, playing music, reading books, Ss work in pairs to draw rising or and talking to their family falling arrows to illustrate the correct Ex2: Draw arrows to illustrate the tones feelings and opinions of A and B Then - some pairs practise saying the listen and repeat the conversation, conversation in front of the class paying attention to the tones - T corrects and gives the remarks Key: Ex3: A: In the near future, we will mostly Transfering the learning task: learn online - Explain the requirement of the task B: Incredible! But we will still have to SS: Make sure Ss understand the actual classrooms, won't we? meanings of the verbs provided Doing the task: - Ss work individually to complete the task Reporting the result and discussing: - T calls two Ss to write on the board - Other SS give their answers orally Giving the remarks to their doing the task: - T corrects and gives the remarks Ex4: - Explain the requirement of the task to SS - Ss work individually to complete the task - T calls two Ss to write on the board - Other SS give their answers orally - T corrects and gives the remarks Check if Ss remember the meaning of the phrases Ensure all the phrases are understood before moving on Then have them work in pairs to complete the sentences Check the answers as a class Ex5: Transfering the learning task: - This exercise revises the use of V + to-infinitive and V + V-ing forms Have a brief revision session with Ss if necessary Doing the task: Then have Ss work individually Ss exchange their answers Reporting the result and discussing: Finally, check the answers as a class Giving the remarks to their doing the task: - T corrects and gives the remarks Ex6: Have Ss write the sentences individually on a piece of paper Ask Ss to swap their answers with a partner Allow Ss time to discuss if A: Sure But teachers will no longer be knowledge providers B: Really? A: They will be guides, or facilitators B: Superb! What about the students' roles? A: They'll be more responsible for their own learning, I think B: Amazing! And they will make their own decisions? A: Absolutely right 2.Vocabulary Ex3: Change the form of the verbs provided to complete sentences Key: facilitators development(s) training launch experienced attendance evaluators participants Ex4: Complete each sentence with a phrase in the box Key: work flexitime sense of direction make a bundle burn the midnight oil once in a blue moon The sky's the limit sense of responsibility mountains of work Grammar Ex5: Put the verbs in brackets into the infinitive or -ing form Key: eating to play to work/working to be doing to share floating checking Ex6: Rewrite the pairs of sentences as one sentence using a defining or nondefining relative clause there is any difference between their answers Check the sentences as a class Suggested answers: My grandfather, who has been retired for ten years now, used to be an astronaut The spacecraft which/that took Yuri Gagarin into space is called Vostok 3KA She likes the career which/that her father pursued all his life He admires the teacher who initiated building the school library I work for a man whose farm covers thousands of acres Students will have to make their own learning decisions, which will be hard for many of them C Activity 3: Application: Everyday English *Aims: To help SS to practice using real situation *Content:practice using real situation * Output: Practice using real situation * Process: Transfering the learning task: Everyday English - Explain the requirement of the task Ex7: Choose the most suitable Have Ss read the phrases and expression to complete each of the short sentences carefully dialogues Doing the task: Key: - Ss work individually to complete No worries the task I am not so sure about that Reporting the result and That’s not entirely true discussing: Cool - Other SS give their answers orally: Sounds interesting some pairs to act out the short dialogues.4 Giving the remarks to their doing the task: - T corrects and gives the remarks Homework: - Prepare REVIEW (2) – P.84 – Text book - Do the test yourself P.57-60 in workbook Preparing day: Period 104: REVIEW LESSON 2: SKILLS SUBJECT: ENGLISH (Total: lessons) I OBJECTIVES: 1.Knowledge: After the lesson students will be able to: Revise the languages Ss have learnt and the skills they have practised since Unit 10 to unit 12 - Do some exercises about four skills + Speaking: Talk about a dream job you would like to + Writing: Write about the job will be the most popular in the next 10 years + Listening: Listen to the interview and some exercises + Reading: Read the passage and some exercises Competences: To develop ss’ self- studying skill, communicating and co-operating skills, problem- solving and creating skills SS know the importance of revision and need to study harder and exercises on reading, speaking, writing and listening Quality: To educate ss about mercifulness, patriotism, studiousness, honesty and responsibility II TEACHING AIDS: - Students: Materials: book, board - Teacher: Equipment : laptop, projector III TEACHING PROCEDURES: Class organization: Day Date Period Class Attendance Absence * Checking: Check Ss’old lesson New lesson : A Determining the task (3 minutes) * Play game: Listing words *Aims:To lead to the new lesson *Contents: words related to jobs * Output:Almost all the students can this task well * Process: 1.Transfering the learning task: - Explain the requirement of the task to SS Doing the task: - Ss work to complete the task Reporting the task result and discuss: - SS give their answers orally Giving the remarks to their doing the task: - T corrects and gives the remarks B Activity 2: Practice T AND SS’ ACTIVITIES MAIN CONTENTS I Skills *Aims:Ss review all the skills they’ve learnt from Unit 10-12 *Contents: the skills from Unit 10-12 + Speaking: Talk about a dream job you would like to + Writing: Write about the job will be the most popular in the next 10 years + Listening: Listen to the interview and some exercises + Reading: Read the passage and some exercises *Output:Ss can understand and all these exercises *Process: Ex 1: a Reading Transfering the learning task: a Read the text and match the - Explain the requirement of the task to headings with the correct paragraphs SS Key: Have Ss work individually to skim- C A read the text to match the headings D B with the correct paragraphs b Read the text again and decide Doing the task: whether the statements are true (T) or - Ss work individually to complete the false (F) task Key: Reporting the result and 1.T F F discussing: F T - T calls two Ss to write on the board Speaking - Other SS give their answers orally Ex2; Choose a dream job you would Giving the remarks to their doing like to Say why you dream of doing the task: the job Check answers as a class Listening b Ex3: a Listen to the interview and Ask Ss to read the text again carefully answer the questions to decide whether the statements are Key: true (T) or false (F) Tell them that a hotel receptionist they can underline the sentences that two weeks have clues for their answers Have Ss b Listen again and complete the compare their answers with a partner sentences Check the answers as a class Ask Ss Key: to explain the reasons why an answer sociable is false dealing with Ex2: telephone manner This is an open speaking exercise experience Allow Ss time to get some ideas from night shifts Unit 10 to 12, or to come up with some ideas of their own Ss can work in groups Have some Ss/groups come to the front to present their own choice and their reasons for the choice Ex3: a Firstly, ask Ss to read the questions carefully Then play the recording Ss listen and answer the questions Ask some Ss to give their answers Write Ss' answers on the board b Transfering the learning task: - Explain the requirement of the task to SS Doing the task: - Ss work individually to complete the task Reporting the result and discussing: - T calls two Ss to write on the board - Other SS give their answers orally Giving the remarks to their doing the task: - T corrects and gives the remarks C Activity 3: Application: Writing *Aims: To help SS develop their writing skill by writing a paragraph of about 120 words to express your opinion *Content: complete the task well *Output:Complete the task well * Process: Ex 4: 4.Writing Transfering the learning task: Ex4: Over time, the popularity of - Explain the requirement of the task to different jobs may change In your SS opinion, what job will be the most Have Ss work in pairs to discuss the popular in the next 10 years? question Ask the pairs to brainstorm Write a paragraph of about 120 words an outline of the main reasons why to express your opinion Remember to they think their chosen job will be the discuss why you think so most popular Have pairs the Sample writing: writing together I think one of the most popupar jobs in Doing the task: the future can be astronaut, the ‘driver’ - Ss work in pairs to complete the task of expensive spacecrafts The first Reporting the result and reason is many people are dreaming of discussing: flying into the space and are willing to - T calls one St to write on the board pay for such ‘trips’ if the costs are not - T may read aloud one piece of as high as they are now In fact, this writing and ask other Ss to comment kind of space travel has attracted many Giving the remarks to their doing world's travel agencies to exploit, so the task: hopefully it will be much cheaper to - T corrects and gives the remarks follow such journeys This also means (T may also collect some of the Ss' the demand for spacecraft drivers will paragraphs to correct at home) be increasing Secondly, astronauts will certainly be able to make a bundle and the opportunities for this job will be much higher Moreover, those astronauts will also have many chances to travel between planets, and enjoy the spectacular views from outside the Earth In short, because of the increasing demand for space travelling, the opportunities to earn money, and the interesting nature of the job, this job will likely be a favourite job for many people in very near future Homework: - Do exercises in workbook, prepare Final- term test ... exercises above and exercises in the workbook - Prepare: Unit 8: Getting started Page 18- 19- textbook Preparing day: Period 62: UNIT 8: TOURISM LESSON 1: GETTING STARTED SUBJECT: ENGLISH (Total:... and zero articles - Do ex B3,4,5,6,7 ,8 page 13,14- workbook - Prepare UNIT 8: COMMUNICATION - page 24,25- textbook Preparing day: 02/ 02/ 2021 Period 65: UNIT 8: TOURISM LESSON 4: COMMUNICATION... exercises A1, A2, B1,2 page 11-12- workbook - Prepare UNIT 8: A CLOSER LOOK 2- page 22-23 - textbook WEEK 22 Preparing day: Period 64: UNIT 8: TOURISM LESSON 3: A CLOSER LOOK SUBJECT: ENGLISH (Total: