Giáo án tiếng anh 8 kì 2 theo công văn 5512

Date of preparation Date of teaching Class 8A 8B Absentees Period 55 UNIT 7: POLLUTION Lesson 1: Getting started I OBJECTIVES: By the end of the lesson, Ss will Knowledge: Use the lexical items related to the topic “Pollution” to talk about type of pollution a Vocabulary: Aquatic; Dump; Poison; Sneeze; Illustrate b Grammar: Conditional sentences Skills: listening and reading, finding a word, reading and answering the questions, deciding true or false, writing under the pictures, sentences completion, spoken interaction Attitude: Ss will be more responsible for protecting environment Competence development: Teamwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence II TEACHING AIDS Teacher: Textbooks, computer accessed to the Internet, projector Students: Textbooks III PROCEDURE Checking: During the lesson New lesson: Teacher’s and students’ activities The main contents Warm up Aim: To attract Ss’s attention to the lesson and to lead in the new lesson Ss have a small talk about pollution T: Introduce the lesson about the new lesson Presentation Aim: Help students listen, read and some exercises about the conversation T: Ask some questions about picture I-Listen and read + Where are Mi and Nick? + Where are they doing? + What are they talking about? Ss: Answer the questions T: Play the recording Ss: Listen to the tape (twice) and then check the guessing T: Give some new words Ss: Read in chorus and individually And copy all the words New words: Aquatic: nước Dump: đổ xuống Poison: chất độc hại Sneeze: hắt Illustrate: minh họa a Find the word/ phrase that means T asks the Ss to read the conversation again and exercise a Ss it T asks them to compare their answers with their friends Ss it T asks them to read the answers Some Ss read, the others give comments T checks and corrects SS take notes 1- dead 2- aquatic 3- dump 4- poison 5- polluted 6- to come up with T asks the Ss to read the conversation again and answer the questions Ss it in pairs T asks them to compare their answers with their friends Ss it T asks them to read the answers Some Ss read, the others give comments T checks and corrects Ss take notes b Answer the questions 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 c True(T) fale (F) or no information(NI) T asks the Ss to read the conversation again and tick True(T) false (F) or no information(NI) Ss it in groups of T asks them to compare their answers with their friends Ss it 1.1-F ( It’s polluted by the factory) T asks them to read the answers 2,4,5 T Some Ss read, the others give comments NI T checks and corrects Ss take notes Practice Aim: Ss can use the words related to the topic “pollution” T asks the Ss to task 2 There are different types of pollution Ss it T asks them to compare their answers with their fiends Ss it T asks some Ss to read their answers Some Ss read, the others give the comment T checks and corrects A radioactive pollution B noise pollution C visual pollution D thermal pollution E water pollution F land/ soil pollutio G light pollution H air pollution T asks Ss to task 3 Complete the sentences Ss it 1.thermal pollution T asks them to compare their answers 2.Air pollution with their fiends 3.radioactive pollution Ss it 4.light pollution T asks some Ss to read their answers 5.Water pollution Some Ss read, the others give the 6.Land pollution / Soil pollution comment 7.Noise pollution T checks and corrects 8.visual pollution Further practice Aim: Complete the correct adjectives to describe some leisure activities T asks Ss to work in groups to talk Work in groups about pollution in their neighborhood Ss it T asks them to present in front of the class Ss it Guides for homework - Talk bout pollution - Learn new words/ workbook: B1, 2, - Prepare : A closer look Date of preparation Date of teaching Class 8A 8B Absentees Period 56 UNIT 7: POLLUTION Lesson 2: A closer look I OBJECTIVES: By the end of the lesson, Ss will Knowledge: Use words and phrases showing cause/effect relationships to describe the causes and effects of pollution Pronounce the words ending in “ic” and “al” correctly in isolation and in context a Vocabulary: poison , contaminate, pollutant, polluted, death, damaged b Grammar: Cause and effect c Pronunciation: “ic” and “al” Skills: Completing the table, sentences completion, combining the sentences, make sentences, listening and marking the stress, listening and underlining the words Attitude: Ss will be more responsible for protecting environment Competence development: Teamwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence II TEACHING AIDS Teacher: Textbooks, computer accessed to the Internet, projector Students: Textbooks III PROCEDURE Checking: Write the new words and types of pollution New lesson: Teacher’s and students’ activities The main contents Warm up Aim: To attract Ss’ attention to the lesson and to lead in the new lesson Ss have a small talk about pollution in their neighborhood Presentation Aim: Help students use words and phrases showing cause/effect relationships to describe the causes and effects of pollution T asks the Ss to task I Vocabulary Ss it Complete the table T asks them to compare their answers with their fiends Ss it T asks some Ss to read their answers Some Ss read, the others give the comment T checks and corrects 1.poison 2.contaminate 3.pollutant 4.polluted 5.death 6.damaged T asks the Ss to task Ss it T asks them to compare their answers with their fiends Ss it T asks some Ss to read their answers Some Ss read, the others give the comment T checks and corrects Complete the sentences T introduces structure Ss take notes 1.poisonous 2.pollutants 3.dead 4.contaminated 5.contaminated 6.pollute Structure: Because/ since + clause Due to/ because of + Sth So+ clause To cause sth/ to lead to sth/ to result in sth To make sb/ sth/ sth Practice Aim: Ss can use words and phrases to exercise and Pronounce the words ending in “ic” and “al” correctly in isolation and in context T asks the Ss to task 3a Write C for cause and E for effect Ss it T asks them to compare their answers with their fiends Ss it T asks some Ss to read their answers C-E 2C-E 3E-C 4E-C Some Ss read, the others give the comment 3b Combine sentences T checks and corrects T asks the Ss to task 3b Ss it T asks them to compare their answers with their fiends Ss it T asks some Ss to read their answers Some Ss read, the others give the comment 1.Oil spills from ships in the oceans and rivers lead to the death of many aquatic animals and plants 2.Households dump waste into the river so it is polluted 3.Since the parents were exposed to radiation, their children have birth defects T checks and corrects 4.We can't see the stars at night due to the light pollution T introduces stress in words ending II Pronunciation in –ic and - al Ss listen and take notes Listen and mark the stress in each T asks the Ss to listen and mark the words, then repeat again ar'tistic stress in each words ath'letic Ss it his'toric T asks some Ss to read their his'torical answers 'logical Some Ss read 'physical T checks and corrects he'rotic po'etic bo'tanic 10 bo'tanical Underline the words ending in –ic and T asks the Ss to task circle the words ending in – al in the Ss it T asks them to read their answers following sentences Some Ss read T checks and corrects Further practice Aim: Ss can talk to show cause/ effect relationship T asks the Ss to work in groups to look at the pictures and give as Work in group many sentences as possible to People cough because they breathe in the show cause/ effect relationship fumes from cars Ss it The fumes from cars make people cough T asks some Ss to read their answers Some Ss read T checks and corrects Guides for homework - Do exercise 3,4 in workbook - Talk about pollution in their neighborhood - Prepare: A closer look Date of preparation Date of teaching Class 8A 8B Absentees Period 57 UNIT 7: POLLUTION Lesson 3: A closer look I OBJECTIVES: Knowledge: By the end of the lesson, Ss will Use conditional sentences type and type correctly and appropriately to describe pollution a Vocabulary: related to the topic: Pollution b Grammar: conditional sentences type and type 2 Skills: Putting the verbs in the brackets, making sentences, matching, writing sentences, playing games Attitude: Ss will be more responsible for protecting environment Competence development: Teamwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence II TEACHING AIDS Teacher: Textbooks, computer accessed to the Internet, projector Students: Textbooks III PROCEDURE Checking: Talk about pollution in their neighborhood New lesson: Teacher’ and students’ activities The main contents Warm up Aim: To warm up the class and lead in the lesson Ss talk about some types of pollution POLLUTION Presentation Aim: Help Ss review conditional type I conditional type T asks the Ss to task 1 Put the verbs in brackets into the Ss it correct form T asks them to compare their answers with their friends Ss it 1.recycle/will help T asks some Ss t read their answers 2.won’t dump/fines Some Ss read 3.travel/will be T checks and corrects T asks the Ss to task Ss it T asks them to compare their answers with their friends Ss it T asks some Ss t read their answers Some Ss read T checks and corrects 4.will save/don’t waste 5.use/will have Combibe sentences 1.Students will be more aware of protecting the environment if teachers teach environmental issues at school 2.When light pollution happens, animals will change their behavior patterns 3.The levels of radioactive pollution will decrease if we switch from nuclear power to renewable energy sources 4.If the water temperature increases, some aquatic creatures will be unable to reproduce 5.People will get more diseases if the water is contaminated Practice Aim: Help Ss to know more about conditional type II Conditional type T introduces conditional type Ss listen and take notes T asks the Ss to task Ss it T asks them to compare their answers with their friends Ss it T asks some Ss t read their answers Some Ss read T checks and corrects T asks the Ss to task Ss it Match A with B 1-b, 2-c, 3-d, 4-e, 5-a Put the verd in the correct form T asks them to compare their answers with their friends Ss it T asks some Ss t read their answers Some Ss read T checks and corrects T asks the Ss to task Ss it T asks them to compare their answers with their friends Ss it T asks some Ss t read their answers Some Ss read T checks and corrects 1.were/would you (do) 2.exercised/would be 3.had/would build 4.tidied /wouldn’t be 5.was / were/would grow Complete the sentences If there weren’t so many billboards in our city, people could enjoy the view 2.If there wasn’t so much light in the city at night, we could see the stars clearly / If there weren’t so much light in the city at night, we could see the stars clearly Further practice Aim: Ss can talk about real situation using conditional type and type * Chain game T guides the Ss to to give real Example: situation using conditional type A: If each person plants a tree, there will be and type a lot of trees Ss it B: If there are a lot of trees, the air will be T corrects and remarks cleaner C: If the air is cleaner, fewer people will be ill Guides for homework - Make sentences with conditional type and type - Do the task in part Vocabulary & grammar in workbook - Prepare: Communication 10 Students: Textbooks III PROCEDURE Checking: - Make sentences reported speech: questions New lesson: Teacher’s and students’ activities The main contents Warm up Aim: To help Ss to pay attention in the lesson T asks Ss to cover the reading passage, look at the pictures of the two planets and answer the questions T asks them: - What else can you infer from the pictures? Ss answer the questions Presentation Aim: Read for specific information about life on other planets and exercise T gives Ss two minutes to skim the 1a Look at the pictures and discuss passage and check their answers the questions Ss skim the passage - What are the names of the two planets in pictures A and B? - How you think the pictures are different? b Read the text below and check your answers T has Ss scan the passage to find the words in red and match them with the definitions Ss should check the meanings of the words from the context Then check their answers as a class Ss scan the passage and exercise T tells Ss that to finish this part, they should underline keywords in the headings Next, ask Ss to skim the text again, using the keywords in the headings to the matching Find words in the text that have similar meanings to these words or phrases Key: poisonous twice experiences traces surface climate accommodate Match the headings with the paragraphs (1-3) There is one extra Key: C B A 135 Read the text again and answer 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 T sets a longer time limit for Ss to read the text again and answer the questions Ask Ss to note where they found the information that helped them answer the questions Ss can compare answers with a partner before discussing them as a class For a class which needs more support with the previous exercises, let them this exercise as homework Remember to check their answers in the next lesson Practice Aim: Ss can talk about what life may be like on other planets Work in pairs One is a human and T has Ss read the table of information the other is a Martian Use the carefully Answer their questions if they suggestions below to ask and answer have any about life on Earth and life on Mars Ss work in pairs to ask and answer Example: questions based on the suggested - So what kind of food you eat? information in the table and the - Well, we eat things like rice, bread, example cooked meat And you? T sets a time limit of 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 Have them ask and answer questions about food and drink Have another pair the same, asking and answering about sleepand travel Then have a third pair to finish with environment and problems Further practice Aim: Ss can report what your previous partner said about life on their planet * Take turns to report what your previous partner said about life on - Ask the ‘humans’and ‘Martians’to their planet to your new partner to see form new pairs This time they use if he/ she said similar things reported speech to report their previous Example: partner’s answers: New human: What kind of food did the human say she ate? New Martian: She said that she ate rice, bread, meat and fruit and vegetables 136 New human: Yes, that’s right! Guides for homework Retell the contents of the lesson - Prepare next lesson: Skills Find the information about aliens and write to discribe a alien Date of preparation Date of teaching Clas s 8A 8B Absentees Period 101 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 aliens - Write to discribe a alien a Vocabulary: Vocabulary related to life on other planets b Grammar: Review Skills: describing and answering the questions, listeing and completing the sentences, listening and tick T or F, completing the web, writing a description, swap with the partner Attitude: Ss will be more responsible for and be more aware of protecting and discovering about life on other planets Competence development: Teamwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence II TEACHING AIDS 137 Teacher: Textbooks, computer accessed to the Internet, projector Students: Textbooks III PROCEDURE Checking: During the lesson New lesson: Teacher’s and students’ activities The main contents 1.Warm up Aim: To help Ss to pay attention in the lesson - Ask a couple of Ss to come to the 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 Presentation Aim: 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 T asks Ss to work in pairs to describe Work in pairs Describe the the pictures and answer the questions pictures and answer the questions Listen and fill each blank with no - Before Ss listen, ask them to read the more than three words from the information in the table carefully and recording try to predict the answers Key: - Tell them that to this they should Jupiter highlight keywords in the questions much bigger and decide the part of speech of the more powerful words they will need to fill in the lots of hair blanks, then listen carefully to fi nd the thick skin words from the recording four eyes - Play the recording twice Have two Ss happiness write their answers on the board fear Confirm the correct answers Energy 10 rocks - Have Ss work individually to Listen again and tick (9)true (T), underline the keywords in the false (F) or not given (NG) statements Ask Ss to the exercise Key: without listening to the recording fi rst F NG T F F F Write their answers on the board without confirming the correct answers - Play the recording again for Ss to 138 check T may pause at the sentences that include the information Ss need for their answers Practice Aim: Ss can write to discribe a alien T sets a time limit for Ss to brainstorm ideas and write their notes Move Work in pairs Imagine what an around and help Ss if necessary alien may be like Use your Ask Ss to refer back to the speaking in imagination to fill the web below 5, SKILLS 1and listening in and 3, SKILLS for useful language and ideas Now use the notes to write a - Now have Ss work individually to description of your alien 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 - 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 Further practice Aim: Ss can talk to discribe a alien T asks Ss to talk to discribe a alien Ss talk to discribe a alien T observes and comments Guides for homework Retell the contents of the lesson - Complete their writing - Prepare next lesson: Looking back - Project Review vocabularies about life on other planets Review reported questions 139 Date of preparation Date of teaching Clas s 8A 8B Absentees Period 102 UNIT 12: LIFE ON OTHER PLANETS Lesson 7: LOOKING BACK - PROJECT I OBJECTIVES: Knowledge: By the end of the lesson Ss will be able to: - Practice vocabulary and grammar points they have learnt in this unit - Practice making communication, project a Vocabulary: Vocabulary related to life on other planets b Grammar: Review: Reported speech Skills: Rearranging the letters to label the pictures, sentences completion, underlining the correct answers, putting the words in correct order to make reported questions, changing the following the questions, choosing the right sentences Attitude: Ss will be more responsible for and be more aware of protecting and discovering about life on other planets Competence development: Teamwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence 140 II TEACHING AIDS Teacher: Textbooks, computer accessed to the Internet, projector Students: Textbooks III PROCEDURE Checking: - Discribe a alien New lesson: Teacher’s and students’ activities The main contents Warm up Aim: To warm up the class T lets Ss sing an English song Ss sing an English song Vocabulary Aim: Ss can review vocabularies about life on other planets - Ask Ss to work individually, then Rearrange the letters to label the compare their answers with a partner Ask pictures some Ss to write their answers on the Key: board aliens space buggy weightless solar system planet spaceship flying saucer galaxy Fill each gap with a suitable word from the box Key: - Ask Ss to work individually, then accommodate compare their answers with a partner Ask surface some Ss to write their answers on the traces board experienced climate NASA Grammar Aim: Ss can review reported questions and exercise Underline the correct answers - Ask Ss to them individually first Key: Then have Ss check their answers with a if partner before having them discuss as a had been class who - Remind Ss to keep record of their had been original answers so that they can use that how information in their self-assessment ate 141 what Put the words/ phrases in the correct order to make reported questions Key: He asked me how I would react if I saw an alien The teacher asked me which planet was most suitable for human life My friend asked me when humans had first landed on the moon She asked me what the difference between a planet and a star was 5.They asked if there was water on Mars Change the following questions into - Ask Ss to them individually first reported questions Then have Ss check their answers with a Key: partner before having them discuss as a The teacher asked her students what class the essential conditions for human life - Remind Ss to keep record of their were original answers so that they can use that Samuel asked the scientist if humans information in their self-assessment had been able to communicate with people on other planets Nick asked the journalist if the Roswell UFO incident had taken place in the U.S in June 1947 Vanessa asked her uncle who the witness in the Roswell UFO incident had been The son asked his father when humans would be able to travel from one planet to another more easily Diane asked her mother why people couldn’t move to Mars immediately Communication Aim: Ss can practice making communication - First, ask Ss to the task in pairs Then check Ss’ answers as a class Set a time limit of two minutes for Ss to re-read and to remember the dialogue as much as they can When they finish, ask some pairs to rehearse the dialogue - Ask Ss to complete the self-assessment 142 Choose the right sentences (A-E) to put into the dialogue Key: B D A C E Identify any difficulties and weak areas and provide further practice - First, have Ss work in groups to ask and answer the questions *Project Write the phrases in the box under the pictures, and then answer the questions Key: A space buggy B space shuttle C.Vostok spacecraft 2&3 - A space buggy may be used by astronauts to travel on the surface of the Moon and carry out research - The space shuttles were used by NASA to bring astronauts on missions in space They were also used to help assemble the International Space Station There were five space shuttles built in total - Vostok 1, a spacecraft which was launched on 12 April 1961, taking Yuri Gagarin, a cosmonaut, from the Soviet Union into space * cosmonaut is austronaut The word is used by the former Soviet Union Guides for homework Retell the contents of the lesson - Complete the project - Ask Ss to work in bigger groups to the project Ss follow the instructions in the book Answer Ss’ questions if there are any Ss may need to complete the project out of class Remember to have Ss present their work, then ask the whole class to vote for the best planned and presented project - Prepare: Review 143 Date of preparation Date of teaching Clas s 8A 8B Absentees Period 103: REVIEW - LANGUAGE 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 - Practice making everyday English a Vocabulary: Review the vocabulary they have learnt in unit 10, 11,12 b Grammar: future tenses, to infi, reported speech Skills: marking the stress, completing the words, matching the verbs with a phrase, writing the correct form of the words, using the correct form of the verbs, rewriting the sentences, matching the questions Attitude: Ss will be more responsible for and be more aware of protecting and discovering about life on other planets Competence development: Teamwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence II TEACHING AIDS 144 Teacher: Textbooks, computer accessed to the Internet, projector Students: Textbooks III PROCEDURE Checking: - Discribe a alien New lesson: Teacher’s and students’ activities The main contents Warm up Aim: To warm up the class and introduce the lesson T asks Ss some questions Chatting Ss answer the questions Pronunciation Aim: Help Ss review the rules of stress in words starting or ending in un-, im-, -ful, -less, -ity, and -ive Mark the stress for the following - Review the rules of stress in words words, then listen and repeat starting or ending in un-, im-, -ful, Key: -less, uni'dentified 'meaningful -ity, and –ive with Ss as a class un'suitable - Have Ss then mark the stress 'paperless a'bility independently im'mobile - Play the recording Ss listen and 'wireless po'ssessive correct their answers suc'cessful - Confirm their answers Ss listen in'formative inte'ractive again and repeat, in chorus and im'possible individually capa'bility un'popular 'powerless - Ss work individually to complete the 'colourless words in the sentences Then T plays Complete the words in these the recording for Ss to check sentences Then listen, and check Key: colourless unidentified interactive capability meaningful impossible Vocabulary Aim: Review the vocabularies they have learnt in unit 10, 11,12 - Ss the task individually and then Match each verb in column A with share their answers with a partner a phrase in column B Check Ss’ answers Key: meet face-to-face make inventions exchange information 145 fly into space move round the sun - Let Ss read the passage for two or benefit from science and technology three minutes Ask Ss what part of Write the correct form of the speech can be filled in each blank words in - Elicit their answers Ss this brackets to complete the passage exercise individually T may ask some Key: Ss to write their answers on the board scientist - Correct as a class chemistry inventor ambitious unhappy invention Grammar Aim: Help Ss review the future tenses, to infi, reported speech - Ss work individually and then Use the correct form of the verbs compare their answers with a partner in brackets - Call some Ss to read out their Key: answers will … be? Confirm the correct answers to buy to read look will be will appear to read will appear Rewrite the following sentences in - Ss the task individually Have reported speech two Ss write the sentences on the Key: board while other Ss the exercise Lena said (that) she enjoyed chatting at their desks Ss comment on the on the phone with her friends sentences on the board Confirm the The teacher said (that) a correct ones 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 Everyday English D F E G A C H - Ss the task individually Then B they can check their answers in pairs 146 and practise saying the exchanges as naturally as possible Select different pairs to say the exchanges to the rest of the class Guides for homework Retell the contents of the lesson - Do the exercises in workbook - Prepare next lesson: Review - Skills Date of preparation Date of teaching Clas s 8A 8B Absentees Period 104: REVIEW - SKILLS 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 a Vocabulary: Review b Grammar: Review Skills: Reading and marking the sentences, choosing the questions, talking, listening and choosing the correct answer, writing an online message Attitude: Ss will be more responsible for and be more aware of protecting and discovering about life on other planets Competence development: Teamwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence II TEACHING AIDS Teacher: Textbooks, computer accessed to the Internet, projector Students: Textbooks 147 III PROCEDURE Checking: - During the lesson New lesson: Teacher’s and students’ activities The main contents Warm up Aim: To warm up the class and introduce the lesson T asks Ss some questions Ss answer the question *Chatting Reading Aim: Help Ss know how to the reading - Have Ss read the passage one or two Read the following passage and times Clarify anything they not mark the sentences as true (T) or false understand fully T may have some (F) - Ss read aloud sentence by sentence Key: - Correct their pronunciation Then Ss T F F F T T the exercises in pairs - Correct as a class Speaking Aim: Help Ss know how to practice speaking - Ss work individually first Have them Choose one of the questions that read all the five questions and think of the interests you the most 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 Listening Aim: Help Ss know how to the listening - Before playing the recording, give Ss a Listen to the conversation and minute to read the questions choose the correct answer to each - Check that Ss understand the phrases question used Key: - Play the recording once or twice, or as C B A A C required - Ss listen and choose the correct answers - Play the recording again for Ss to check their answers 148 Writing Aim: Help Ss write an online message to a friend and tell him/ her about the problems you have had recently with your iPad - Before writing, have Ss brainstorm ideas about the use of modern equipment in our Write an online message to a lives: advantages, disadvantages, etc Then friend and tell him/ her about the explain the writing task Ss need to write a problems you have had recently with short - not more than 100 words - online your iPad message to a friend Elicit from Ss the You can refer to the following: words and phrases they may need for their - time-consuming writing Remind them of the reasons for - flat battery communication breakdown and the rules - weak signal of netiquette they learned in Unit 10 - no connection - 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 Guides for homework Retell the contents of the lesson - Review all knowledge for the test 149 ... 1 ,2, 3 III Answer the questions, using conditional sentences type or type (2pts) Ss’ answer Homework - Do exercise 7 ,8 in workbook - Prepare unit 24 Date of preparation Date of teaching Clas s 8A... Prepare: A closer look Date of preparation Date of teaching Clas s 8A 8B 27 Absentees Period 63 UNIT 8: ENGLISH SPEAKING COUNTRIES Lesson 2: A CLOSER LOOK I OBJECTIVES: Knowledge: By the end of the... their writing - Prepare next lesson: Looking back - Project 42 Date of preparation Date of teaching Clas s 8A 8B Absentees Period 68 UNIT 8: ENGLISH SPEAKING COUNTRIES Lesson 7: LOOKING BACK - PROJECT