Giáo án tiếng anh 8 trọn bộ theo cong vă 5512năm học 2021 2022 Week 1 Period 1 Date of planning: …..….2021 Date of teaching: …..…..2021 INTRODUCTION + STUDY GUIDANCE A. Objectives 1. Knowledge: By the end of the lesson, SS will be able to know about the English 8 students book and the workbook, and know how to learn English 8 effectively. 2. Competence: Teamwork and individual work, pair work, linguistic competence, cooperative learning and communicative competence. Students can get an overview of the textbook. 3. Behavior: Students are hardworking and attentive. They know how to study English 8. B. Teaching aids: 1. Teacher: Textbooks, teaching plan, teacher’s book… 2. Students: Textbooks, notebooks… C. Procedures: 1. Checking: During the lesson. 2. New lesson: Teacher’s and students’ activities The main contents 1. Warm up (7’) a, Aim: To warm up the class and lead in the lesson. b, Contents: Ss work in groups to find the names of 6 units in English 8 in term 1 and write them on the board. c, Outcome: Ss can tell and write all names of 6 units and write them well. d, Organization:
Week - Period INTRODUCTION + STUDY GUIDANCE Date of planning: … /…./2021 Date of teaching: … /… /2021 A Objectives Knowledge: By the end of the lesson, SS will be able to know about the English - student's book and the workbook, and know how to learn English effectively Competence: Teamwork and individual work, pair work, linguistic competence, cooperative learning and communicative competence Students can get an overview of the textbook Behavior: Students are hard-working and attentive They know how to study English B Teaching aids: Teacher: Textbooks, teaching plan, teacher’s book… Students: Textbooks, notebooks… C Procedures: Checking: During the lesson New lesson: Teacher’s and students’ activities The main contents Warm up (7’) a, Aim: To warm up the class and lead in the lesson b, Contents: Ss work in groups to find the names of units in English in term and write them on the board c, Outcome: Ss can tell and write all names of units and write them well d, Organization: - Teacher divides the class into two teams Kim’s game Then T asks Ss to look through all the names of the Units in the Student's book in 10 seconds and try to remember as many names as possible - T asks Ss to go to the board and write the words - Teacher gets feedback Presentation (20’) a, Aim: + Ss can know the themes, topics of textbook in term + Ss can know the design of workbook and how to use it effectively b, Contents: + Ss work individually to answer the questions + Ss work in pairs to answer the questions c, Outcome: Ss can know some new words about noise pollution d, Organization: Introduce the new textbook English topic-based units in term 1: - T asks Ss to answer the questions + Unit 1: Leisure activities individually + Unit 2: Life in the countryside ? How many weeks are there in a school + Unit 3: Peoples of Viet Nam year? + Unit 4: Our Customs and ? How many weeks are there in the first Traditions terms? + Unit 5: Festivals in Viet Nam + English Student's book is the third of + Unit 6: Folk Tales four levels English language textbooks for Vietnamese students in lower secondary school learning English as a foreign language It focuses on the use of language (pronunciation, vocabulary and grammar) to develop the four language skills (listening, speaking, reading and writing) ? How many units are there in the first terms? - There are two main themes: Our Communities and Our Heritage - After each theme is a review - There are two 45-minute tests: one after unit and another after unit - The Workbook mirror and Introducing the workbook (10') reinforces the content of the - T asks Ss to work in pairs to answer the Student's book It offers: questions: + Further practice of the ? What is the Workbook about? language and skills taught in ? Study the Workbook quickly then answer class the question + Four additional tests for - Ss work in pairs to answer the questions students' self-assessment Then T gives feedback Practice (10’) a, Aim: Ss can know how to learn English effectively b, Contents: Ss work in groups to discuss the ways to learn English effectively c, Outcome: Ss can know how to learn English effectively d, Organization: - T asks Ss to work in groups of or to Discussion: How to learn discuss the questions "How to learn English English effectively? effectively?" Ss it - Prepare the lesson carefully - T calls some groups presentative to present before each period the ideas in front of the class Ss it - Learn by heart all the new words - T gives comments and feedback and structures - Do exercises regularly - Practice the four skills Application (6’) a, Aim: Ss can retell the coursebook structure and the ways to study the book effectively b, Contents: Ss work individually to retell the coursebook structure and the ways to study the book effectively c, Outcome: Ss can the task well d, Organization: - T asks the retell the coursebook structure Consolidation LEISURE ACTIVITIES and the ways to study the book effectively - Ss it individually Guides for homework (2’) - Prepare Unit 1: Getting started - Prepare some pictures about some popular leisure activities -Week - Period UNIT 1: LEISURE ACTIVITIES Date of planning: …./…./2021 Lesson 1: Getting started Date of teaching: …./… /2021 A Objectives Knowledge: By the end of the lesson, ss will be able to listen and read for specific information about Nick's, Phuc's and Mai's leisure activities - Vocabulary: leisure activity items, feeling adjectives: trick, craft kit, beads, stickers… - The context about leisure activities Competence: Teamwork and independent work, pair work, linguistic competence, cooperative learning and communicative competence Behavior: Students are hard-working and attentive They can describe their leisure activities well B Teaching aids: Teacher: Textbooks, teaching plan, teacher’s book… Students: Textbooks, notebooks… C Procedures: Checking: During the lesson New lesson: Teacher’s and students’ activities The main contents Warm up (4’) a, Aim: To attract Ss’s attention to the lesson and to lead in the new lesson b, Contents: Ss work in groups to write different leisure activities c, Outcome: Ss can write as many leisure activities as they can d, Organization: - T divides ss into two teams Then T sets a Brainstorming limited time (about mins) for ss from cycling each team to come to the bb and write as many as activities as they can Ss it - T checks Ss’ work as a class and praises the winner - T leads ss to the new lesson “What (activities) you often in your free time?” Ss answer the questions Presentation (16’) a, Aim: Help Ss study some vocabularies related to the topic Then Ss can listen and read for information about the topic “leisure activities” b, Contents: + Ss work individually to study new words + Ss work in pairs to listen and read the conversation c, Outcome: Ss can study some vocabularies about leisure activities and listen and read the conversation well d, Organization: - Teacher uses different techniques to teach I Vocabulary vocabulary (situation, realia .) T follows + leisure activity (n): hoạt động thư the seven steps of teaching vocabulary giãn nghỉ ngơi - Ss listen to the teacher’s model twice + trick (n): trò lừa gạt, hoạt động Then Ss repeat in chorus and then khéo tay individually After that, Ss copy all the + craft kit (n): đồ dùng làm thủ words in their notebooks công + beads (n): hạt chuỗi => Checking: Rub out and remember + sticker (n): nhãn dính + savings (n): tiền tiết kiệm - T asks Ss some questions related to the II Listen and Read lesson Ss answer the questions individually ? What can you see in the picture? Where is the place? ? Why you think Mai, Phuc and Nick are there? ? What are they holding in their hands? ? What are they talking about? ? Can you guess what Mai, Phuc and Nick like doing in their free time? - T sets the scene: We are going to listen and read a dialogue about Nick's, Phuc's and Mai's leisure activities - T plays the recording twice: the first for ss to listen only, then listen and repeat each sentence so that they can repeat as close to the recording as possible Ss listen and repeat - T calls on one pair to role-play the dialogue in the front again Practice (18’) a, Aim: Help students understand more about the dialogue and know how to use some words and adjectives to describe some leisure activities b, Contents: + Ss work individually to circle the correct answers + Ss work in pairs to tick the boxes the leisure activities Mai, Nick and Phuc have + Ss work individually to answer the questions + Ss work in pairs to find words or phrases in the box to describe the photos + Ss work individually to complete the sentences c, Outcome: Ss can write as many leisure activities as they can d, Organization: - T reviews Verbs of liking + gerund/ to- * Grammar infi - I love to watch him - I love watching him - T asks Ss to work individually to circle 1a Circle the correct answer the correct answer; compare their answer bookstore book with a partner and then explain their dog craft kit choice folk music Vietnamese - T gives the correct answers on the screen 1b Tick the boxes the leisure - T asks Ss to work in pairs to match the activities Mai, Phuc & Nick have Phuc Mai Nick words/ phrases in the box to the photos, Pet training x then listen to check their answers Making crafts Reading Listening to music Playing sports Helping parents with DIY projects Learning languages - Draws Ss’ attention to the contexts when Mai said ‘Check out this book’ and Phuc said ‘It’s right up your street!’ Together with Ss elicits the meaning of these two expressions + To check out something means to examine something or get more information about it in order to be certain that it is suitable (or true, or false) + If something is right up your street, it is the type of thing that you are interested in or that you enjoy doing - T asks Ss to work in pairs to look at the picture and describe the photos Eg: He is playing computer games - Ss look at the picture and describe the photos - T asks Ss to work individually to the task then compare their answers with a x x x x x x x x x 1c Answer the questions => Possible answer: (1) She wants Phuc to look over the book (2) It means that’s really what Mai wants Find words or phrases in the box to describe the photos Then listen to check the answers Key: playing computer games playing beach games doing DIY texting visiting museum making crafts Complete the sentences … satisfied relaxing/ exciting partner Tell Ss they need to look for the fun surrounding key words in order to boring complete the task Note that ‘good’ and good ‘satisfied’ fit both items and Application (5’) a, Aim: Ss can talk about leisure activities and share feelings about them b, Contents: + Ss work individually to describe the leisure activity and give the reason why they like them + Ss work in groups to talk about one activity c, Outcome: Ss can talk about leisure activities fluently d, Organization: + Work individually Game: Changing partner - T asks Ss to describe the leisure activity Eg: I like reading book in my free and give the reason why they like them time Because reading book helps + Work in groups (6 groups) me improve my knowledge and - Time: 1minute know what happening in our - Ask each member will talk about one country or over the world activity … - The group which describe more activity is the winner Consolidation and guides for homework (2’) * Consolidation: - Asks ss to recall the main knowledge they have learn in this period - Consolidates and asks ss to remember + Vocabulary related to leisure activities + Interacting about one’s leisure activities (names & describing them) * Homework: Asks Ss to: - Learn by heart all the new words Do Ex B1,2,3, P4 (Workbook) - Prepare: Unit - A Closer Look Week - Period UNIT 1: LEISURE ACTIVITIES Date of planning: …./…./2021 Lesson 2: A Closer Look Date of teaching: …./… /2021 A Objectives Knowledge: By the end of the lesson, ss will be able to study more vocabulary about leisure activities and distinguish name of activity and verb - Vocabulary: relating to leisure activities: socialize, bracelet, broccoli, origami, … - Pronunciation: the clusters /br/ and /pr/ Competence: Teamwork and independent work, pair work, linguistic competence, cooperative learning and communicative competence Behavior: Students are hard-working and attentive They can know how to read and understand information from a pie chart B Teaching aids: Teacher: Textbooks, teaching plan, teacher’s book… Students: Textbooks, notebooks… C Procedures: Checking: During the lesson New lesson: Teacher’s and students’ activities The main contents Warm up (5’) a, Aim: To attract Ss’s attention to the lesson and to lead in the new lesson b, Contents: Ss work in groups to look at the pie chat and write the words they remember on the board c, Outcome: Ss can write as many words about leisure activities they remember as they can d, Organization: - Teacher divides the class into two Kim's game teams Then T asks Ss to look at the pie chart on page in 20 seconds and try to remember as many words as possible - T asks Ss to go to the board and write the words Ss it - Teacher gets feedback - T leads in new lesson: Today we are going to learn some more leisure activities on an average day in the US Presentation (4’) a, Aim: Ss can know some new words related to the topic “Leisure activities” b, Contents: Ss work individually to study new words c, Outcome: Ss can know some vocabularies related to the topic d, Organization: - T uses different techniques to teach Vocabulary: vocabulary (situation, realia) Follows the + socialize xã hội hóa, tổ chức seven steps of teaching vocabulary (v): theo phương thức - Ss listen to the teacher’s model twice, XHCN repeat in chorus and then individually + bracelet (n): vòng đeo tay Then copy all the words in their + broccoli cải, xúp lơ notebooks (n): - Checking: What and Where + origami (n): nghệ thuật xếp giấy Nhật Bản Practice (27’) a, Aim: Ss can understand the pie chat and know some leisure activities in the US They can also pronounce the clusters /br/ and /pr/ correctly b, Contents: + Ss work in pairs to look at the pie chat and answer the questions + Ss work individually to complete the table + Ss work in pairs to match the words with activities + Ss work individually to complete the words + Ss work individually to listen and repeat c, Outcome: Ss can understand the pie chat, know some leisure activities in the US and pronounce the clusters /br/ and /pr/ correctly d, Organization: I Vocabulary - Before starting the lesson, T explains Look at the following pie chart what a ‘pie chart’ is and how each slice and answer the questions can be calculated as a percentage of the Key: whole (1) In 2014, people in the USA spent - T gives Ss some simple statistics and 5.1 hours a day on sport and leisure makes a pie chart with them as a class activities - Then T lets ss to work in pairs to (2) The main activities they did examine the pie chart closely in order to include watching TV, socializing and understand its contents, including the communicating, reading, heading, subheadings, figures, color participating in sports, exercise and codes, source and notes Ss it recreation, using computers for If necessary, T may elicit information by leisure, relaxing and thinking asking question such as: (3) The three most common + What is the pie chart about? Where can activities were watching TV, you find the information? socializing and communicating and + What the different colored sections using computers for leisure of the chart refer to? + How are these sections calculated? + What does the ‘Note’ tell you? + What does the ‘Source’ tell you? - T has Ss work individually to complete Complete the table the task Key: e.g relaxing comes from the verb relax Name of Verb with –ing added, and it refers to the activity activity a noun made from a verb by relaxing relax adding –ing thinking think - Ss complete the table using use - T corrects doing watching watch reading read socializing socialize - T asks Ss to work in pairs to match communicating communicate words with each activity Ss it Matching - T gives the feedback, encourage them to Key: 1.e 2.b 3.f 4.a add more words in each category 5.d 6.h 7.c g - T has Ss work individually to complete this task Once they have finished, T asks II Pronunciation: /br / and / pr/ Ss to work in pairs to compare their Complete the words Listen to answers check and repeat - T plays the recording for Ss to check Auto script: and then repeat Pause the recording to Apricot drill difficult items Bridge - T asks Ss to add more words which Bracelet contain these cluster Call Ss to make Bread sentences with these words and practice princess saying them President - T has Ss practice the words with the President clusters first Then asks Ss to repeat the 8.broccoli whole sentences Listen and repeat - If time allows, T asks students to cover their books and listen to the recording ? Raises up your left hand, if it is cluster /pr/ they raise their right hand ? Raises up your right hand, if it is cluster /br/ they raise their right hand Application (7’) a, Aim: Ss can talk about their leisure activities b, Contents: Ss work in groups to talk about their leisure activities c, Outcome: Ss can talk about their leisure activities well d, Organization: - T asks Ss to work in small groups to How much time you spend a think about what their average day may day on leisure activities? look like (including study and work) and => Suggested answers: how much time is spent on leisure + I usually spent about hours on activities Ss it leisure activities - If there is plenty of time, encourages + Playing games, watching TV and them to calculate these times as socializing with friends are the percentages and put them in a simple pie activities I love the most chart similar to - T calls some Ss to perform in front of the class Ss it - T gives feedback and comments Consolidation and guides for homework (2’) * Consolidation: - Asks ss to recall the main knowledge they have learn in this period * Homework: Asks Ss to: - Learn by heart all the new words - Do Ex A1, 2,3 P3 (workbook) - Prepare: Unit - A Closer Look -Cao Thắng, ngày … tháng …… năm 2021 Kí duyệt …………………………….………………… …………………………….………………… …………………………….………………… …………………………….………………… …………………………….………………… …………………………….………………… Week - Period Date of planning: …./…./2021 Date of teaching: …./… /2021 UNIT 1: LEISURE ACTIVITIES Lesson 3: A Closer Look A Objectives Knowledge: By the end of the lesson, ss will be able to know how to use verbs of linking + gerund and verbs of linking + to-infinitives, and find out grammar mistakes in Minh Duc's email - Vocabulary: Leisure activities lexical items: (to) mind, (to) adore, (to) detest, (to) fancy, gerund - Grammar: verbs of linking + gerund // verbs of linking + to-infinitives Competence: Teamwork and independent work, pair work, linguistic competence, cooperative learning and communicative competence Behavior: Students are hard-working and attentive They can know how to use verbs of liking to talk about their hobbies/ leisure activities B Teaching aids: Teacher: Textbooks, teaching plan, teacher’s book… Students: Textbooks, notebooks… C Procedures: Checking: Talk about your leisure activity (3’) New lesson: Teacher’s and students’ activities The main contents Warm up (3’) a, Aim: To warm up the class and lead in the new lesson b, Contents: Ss work in groups to talk about their leisure activities c, Outcome: Ss can talk about their leisure activities well d, Organization: - T asks ss to read the text in Getting I love to watch him started again and find out all the I think I’ll enjoy listening to the sentences with: like, enjoy, love Ss it melodies - T asks Ss to look back the gerunds from Yes, I liked reading Doraemon while A closer look Ss it I was learning Japanese - T leads in new lesson: Today we are going to learn more about how the gerund is formed and how it functions grammatically Presentation (10’) a, Aim: Help Ss know some verbs of liking and how to use verbs of liking that are followed by gerunds/ to –infinitives b, Contents: Ss work individually to study verbs of liking and their uses c, Outcome: Ss can know some verbs of liking and how to use them correctly d, Organization: 10 - Vocabulary: Vocabulary related to the topic life on other planets - Grammar: reported speech Competence: Teamwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence Behavior: Ss will be more responsible for and be more aware of protecting and discovering about life on other planets B Teaching aids: Teacher: Textbooks, teaching plan, teacher’s book… Students: Textbooks, notebooks… C Procedures: Checking: During the lesson New lesson: Teacher’s and students’ activities Contents Warm up (3’) a, Aims: To help Ss to pay attention in the lesson b, Contents: Ss work individually to answer the teacher’s question c, Outcome: Ss can answer the teacher’s question correctly d, Organization: T asks Ss to cover the reading passage, 1a Look at the pictures and discuss look at the pictures of the two planets the questions 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 pictures? Earth but there isn’t on Mars Ss answer the questions Presentation (20’) a, Aims: Read for specific information about life on other planets and exercise b, Contents: + Ss work individually to find words in the passage that have similar meaning to these words or phrases + 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, Outcome: Ss can read for specific information about life on other planets and reading exercises correctly d, Organization: - Give Ss two minutes to skim the 1b Read the text below and check passage and check their answers your answers - Have Ss scan the passage to find the Find words in the passage that words in red and match them with the have similar meaning to these words definitions T can explain some difficult or phrases 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 accommodate - Tell Ss that to finish this part, they Match the headings with the 295 should underline key words in the headings Next, ask Ss to skim the text again, using the key words in the headings to the matching - Set a longer time limit for Ss to read the text again and answer the questions in pairs - Ask Ss to note where they found the information that helped them answer the questions - 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 paragraphs (1-3) There is one extra Key: C B A 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 Practice (10’) a, Aims: Ss can talk about what life may be like on other planets b, Contents: Ss work in pairs to ask and answer about life on Earth and life on Mars c, Outcome: Ss can ask and answer about life on Earth and life on Mars well and correctly d, Organization: T has Ss read the table of information Work in pairs One is a human carefully Answer their questions if they and the other is a Martian Use the have any suggestions below to ask and answer Ss work in pairs to ask and answer about life on 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, T sets a time limit of to 10 minutes cooked 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 Application (10’) a, Aims: Ss can report what your previous partner said about life on their planet b, Contents: Ss work in pairs to take turns to report what their previous partner said about life on their planet c, Outcome: Ss can use reported speech to report their previous partner’s answers correctly 296 d, Organization: Ask the ‘humans’ and ‘Martians’ to from new pair This time they use reported speech to report their previous partner’s answers 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! Guides for homework (2’) - 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 33 - Period 99 UNIT 12: LIFE ON OTHER PLANETS Date of planning: …./… /2021 Lesson 6: Skills Date of teaching: …./… /2021 A 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 Competence: SS will develop some competences such as being determined, self-studying, creative and communicating They will use language correctly Behavior: Students are hard-working and attentive They know more about life on other planets B Teaching aids: Teacher: Textbooks, teaching plan, teacher’s book… Students: Textbooks, notebooks… C Procedures: Checking: During the lesson New lesson: Teacher’s and students’ activities Contents 1.Warm up (4’) a, Aims: To help Ss to pay attention in the lesson b, Contents: Ss work individually to draw aliens and answer the questions c, Outcome: Ss can answer the questions correctly d, Organization: 297 - 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 (15’) a, Aims: 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, Contents: + 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, Outcome: Ss can listen to Tom’s imagined description of what an alien from another planet may be like and listening exercises correctly d, Organization: - Ask Ss to work in pairs to describe the Work in pairs Describe the pictures and answers the questions pictures and answer the questions - SS’ answer - Before Ss listen, ask them to read the Listen to Tom’s imagined information in the table carefully and try description of what an alien from to predict the answers Tell them that to another planet may be like Fill each this they should highlight key words blank with no more than three in the questions and decide the part of words… speech of the words they will need to fill Key: in the blanks, then listen carefully to find Jupiter Much bigger the words from the recording More powerful Lots of hair - Play the recording twice Have two Ss Thick skin four eyes write their answers on the board Confirm Happiness Fear the correct answers Energy 10 rocks - Have Ss work individually to underline Listen again and tick (√) true (T), the key words in the statements Ask Ss false (F) or not given (NG) to the exercise without listening to the Key: recording first Write their answers on the F NG T board without confirming the correct F F F answers Play the recording again for Ss to check T may pause at the sentences that include the information Ss need for the answers Practice (20’) a, Aims: Ss can write to discribe an alien b, Contents: + Ss work in pairs to imagine what an alien may be like, use their imagination to fill in the web 298 + 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, Outcome: Ss can write to discribe an alien well d, Organization: Pre - writing T: You have listened to Tom’s imagined description about what an alien from another planet may be like What about you? What’s your imagined alien? - Set a time limit for Ss to brainstorm Work in pairs Imagine what an ideas and write their notes Move around alien may be like Use your and help Ss if necessary Ask Ss to refer imagination to fill in the web below 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 Now use the notes to write a descriptions of their alien Give Ss a time description of your alien limit for this For a class which needs more support, make copies of the audio Suggested writing script and give each student one The I sometimes dream about meeting an script can act as a writing model, but alien from Mars He looks very strange make it clear that Ss should change the He has big eyes and he is a little bigger content to match their own ideas 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 Ss swap their writing with a partner They Swap your work with your comment one each other’s work Ss partner How different is your revise and edit their writing in class if description from your partner’s time allows, or else as homework Application (5’) a, Aims: Ss can talk to discribe an alien b, Contents: Ss talk to discribe an alien individually c, Outcome: Ss can talk to discribe an alien well d, Organization: T asks Ss to talk to discribe an alien Ss talk to discribe an alien T observes and comments 299 Guides for homework (1’) - Retell the contents of the lesson - Complete their writing - Prepare next lesson: Review (P1) Week 34 - Period 100 REVIEW (P1) Date of planning: …./… /2021 Date of teaching: …./… /2021 A 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 Behavior: Students are hard-working and attentive B Teaching aids: Teacher: Textbooks, teaching plan, teacher’s book… Students: Textbooks, notebooks… C Procedures: Checking: During the lesson New lesson: Teacher’s and students’ activities Contents Warm up (3’) a, Aims: To warm up the class and introduce the lesson b, Contents: Ss answer the teacher’s questions individually c, Outcome: Ss can answer the teacher’s questions correctly d, Organization: T asks Ss some questions Chatting Ss answer the questions Pronunciation (10’) a, Aims: Help Ss review the rules of stress in words starting or ending in un-, im-, -ful, -less, -ity, and -ive b, Contents: + 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, Outcome: 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, Organization: - Review the rules of stress in words Mark the stress for the following starting or ending in un-, im-, -ful, -less, words, then listen and repeat -ity, and –ive with Ss as a class Key: 300 - Have Ss then mark the stress independently - Play the recording Ss listen and correct their answers - Confirm their answers Ss listen again and repeat, in chorus and individually - Ss work individually to complete the words in the sentences Then T plays the recording for Ss to check uni'dentified 'meaningful un'suitable 'paperless a'bility im'mobile 'wireless po'ssessive suc'cessful in'formative inte'ractive im'possible capa'bility un'popular 'powerless 'colourless Complete the words in these sentences Then listen, and check Key: colourless unidentified interactive capability meaningful impossible Vocabulary (10’) a, Aims: Review the vocabularies they have learnt in unit 10, 11,12 b, Contents: + 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, Outcome: Ss can review vocabularies they have learnt in unit 10, 11,12 and vocabulary exercises correctly d, Organization: - 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 three Write the correct form of the words minutes Ask Ss what part of speech can in brackets to complete the passage be filled in each blank Key: - Elicit their answers Ss this exercise scientist chemistry individually T may ask some Ss to write inventor ambitious their answers on the board unhappy invention - Correct as a class Grammar (20’) a, Aims: Help Ss review the future tenses, to infi, reported speech b, Contents: + Ss work individually to use the correct form of the verbs in brackets 301 + Ss work individually to Rewrite the following sentences in reported speech + Ss work individually to the Everyday English c, Outcome: Ss can review the future tenses, to infi, reported speech and grammar exercises correctly d, Organization: - Ss work individually and then compare Use the correct form of the verbs in their answers with a partner brackets - Call some Ss to read out their answers Key: Confirm the correct answers will … be? to buy to read look will be will appear to read will appear - Ss the task individually Have two Rewrite the following sentences in Ss write the sentences on the board reported speech while other Ss the exercise at their Key: desks Ss comment on the sentences on Lena said (that) she enjoyed chatting the board Confirm the correct ones 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 *Everyday English - Ss the task individually Then they Key: can check their answers in pairs and D F E G A C H practise saying the exchanges as B naturally as possible Select different pairs to say the exchanges to the rest of the class Guides for homework (2’) - Retell the contents of the lesson - Do the exercises in workbook - Prepare next lesson: Review (P2) -Week 34 - Period 101 REVIEW (P2) Date of planning: …./… /2021 Date of teaching: …./… /2021 A 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, 12 302 - Vocabulary: Review - Grammar: Review Competence: SS will develop some competences such as being determined, self-studying, creative and communicating They will use language correctly Behavior: Students are hard-working and attentive B Teaching aids: Teacher: Textbooks, teaching plan, teacher’s book… Students: Textbooks, notebooks… C Procedures: Checking: During the lesson New lesson: Teacher’s and students’ activities Contents Warm up (3’) a, Aims: To warm up the class and introduce the lesson b, Contents: Ss work individually to answer the teacher’s questions c, Outcome: Ss can answer the teacher’s questions correctly d, Organization: T asks Ss some questions *Chatting Ss answer the question Reading (7’) a, Aims: Help Ss know how to the reading exercise b, Contents: Ss work in pairs to read the following passage and mark the sentences T or F c, Outcome: Ss can understand the passage and reading exercise correctly d, Organization: - Have Ss read the passage one or two Read the following passage and times Clarify anything they not mark the sentences T or F understand fully T may have some Ss T F F read aloud sentence by sentence Correct F T T their pronunciation Then Ss the exercises in pairs Correct as a class Speaking (10’) a, Aims: Help Ss know how to practice speaking b, Contents: Ss work individually, then work in groups to ask and answer about the topic c, Outcome: Ss can practice speaking and ask and answer about the topics well d, Organization: - 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 303 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 (8’) a, Aims: Help Ss know how to the listening b, Contents: Ss work individually to listen and choose the correct answer c, Outcome: Ss can listening exercises well d, Organization: - Before playing the recording, give Ss a Listen to the conversation and minute to read the questions Check that choose the correct answer to each Ss understand the phrases used question - SS guess the answer C B A - Play the recording once or twice, or as A C required Ss listen and choose the correct answers Play the recording again for Ss to check their answers Writing (15’) 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: - Before writing, have Ss brainstorm ideas Write an online message to a about the use of modern equipment in our friend and tell him/ her about the lives: advantages, disadvantages, etc problems you have had recently Then explain the writing task Ss need to with your iPad write a short - not more than 100 words - Suggested writing online message to a friend Elicit from Ss Dear Hoa, the words and phrases they may need for My father bought me an Ipad for my their writing Remind them of the reasons last birthday I like it very much for communication breakdown and the However, I have some problems with rules of netiquette they learned in Unit 10 it - Give them time to the writing task Firstly, it is time-consuming to use an - Have Ss swap their work with their Ipad I don’t have much time for partner to check before going through studying Secondly, my Ipad is always some of the messages as a class of flat battery because I used it - Collect their work to check at home 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 304 What should I now? Write to me soon Love Hien Guides for homework (2’) - Retell the contents of the lesson - Review all knowledge for the test - Prepare for the second end-term test -Week 34 – Period 102 THE SECOND END-TERM TEST Date of planning: …./… /2021 Date of teaching: …/… /2021 A Objectives Knowledge: By the end of the lesson, ss will be able to finish the test on time Competence: SS can use language correctly Behavior: SS are serious to the test B Teaching aids: CD and stereo, paper tests C Procedures ĐỀ THI DO PHÒNG GIÁO DỤC RA Week 35 – Period 103 Date of planning: …./… /2021 Date of teaching: …/… /2021 ORAL TEST A Objectives Knowledge: By the end of the lesson, Ss will be able to finish their speaking test Competence: Ss can the speaking test well Behavior: SS are serious to the speaking test B Teaching aids Teacher: Textbooks, teaching plan, handouts… Students: Textbooks, notebooks… C Procedures Checking: During the lesson New lesson: Teacher’s and Students’ activities Contents Oral test a, Aims: Check Ss’ speaking abilities b, Contents: Ss work individually to the oral tests c, Outcome: Ss can the oral tests well d, Organization: - Asks Ss to the oral tests - Ss the oral tests individually - T gives comments and marks ORAL TEST 305 A PART 1: Talk about yourself (0.5pt, time: 1’ - 2’) I Full name? Name of class and school? (0.25pt) + I am + I am in class + I go to .school II Your hobbies (0.25pt) + I like / My favorite subject(s)/ activities is/ are + I don’t like B PART 2: Your topics (1pt, time: 2’ - 3’): 0.25pt/ each answer to each suggested question Topic Pollution: Talking about causes and effects and solutions of a pollution type in your area Topic English speaking countries: Talking about an English-speaking country Topic Natural disasters: Talking about natural disasters and wats to prepare for them Topic Communication: Talking about ways of communication now and in the future Topic Science and Technology: Expressing agreement and disagreement about the role of science and technology Topic Life on other planets: Talking about life on other planets C PART 3: Extra questions related to the topics (0.5pt, time: 1’ - 2’) -Week 35 - Period 104 UNIT 11: SCIENCE AND TECHNOLOGY Date of planning: …./… /2021 Lesson 7: Looking back and Project Date of teaching: …./… /2021 A Objectives Knowledge: By the end of the lesson Ss will be able to practice vocabulary and grammar points they have learnt in this unit and practice making communication, project - Vocabulary: Vocabulary related to life on other planets - Grammar: Review: Reported speech Competence: Teamwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence Behavior: Students are hard-working and attentive They know the roles of science and technology and highly appreciate them B Teaching aids: Teacher: Textbooks, teaching plan, teacher’s book… Students: Textbooks, notebooks… C Procedures: Checking: During the lesson New lesson: Teacher’s and students’ activities Warm up (3’) a, Aims: To warm up the class b, Contents: Ss sing an English song c, Outcome: Ss can sing an English song well d, Organization: 306 Contents T lets Ss sing an English song Ss sing an English song Vocabulary (10’) a, Aims: Ss can review vocabularies about life on other planets b, Contents: + Ss work individually to rearrange the letters to label the pictures + Ss work individually to fill each gap with a suitable word from the box c, Outcome: Ss can review vocabularies about life on other planets and vocabulary exercises correctly d, Organization: - Ask Ss to work individually, then Rearrange the letters to label the compare their answers with a partner pictures Ask some Ss to write their answers on Key: the board aliens space buggy weightless solar system planet spaceship flying saucer galaxy - Ask Ss to work individually, then Fill each gap with a suitable word compare their answers with a partner from the box Ask some Ss to write their answers on Key: the board accommodate surface traces experienced climate NASA Grammar (15’) a, Aims: Ss can review reported questions and exercises b, Contents: + Ss work individually to underline the correct answers + Ss work individually to put the words/ phrases in the correct order to make reported questions + Ss work individually to change the following questions into reported questions c, Outcome: Ss can review reported questions and grammar exercises correctly d, Organization: - Ask Ss to & individually first Underline the correct answers Then have Ss check their answers with a Key: partner before having them discuss as a if had been class who had been - Remind Ss to keep record of their how ate original answers so that they can use that what information in their self-assessment 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 307 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 They asked if there was water on Mars - Ask Ss to them individually first Change the following questions Then have Ss check their answers with a into reported questions partner before having them discuss as a Key: class The teacher asked her students what - Remind Ss to keep record of their the essential conditions for human life original answers so that they can use that were information in their self-assessment Samuel asked the scientist if humans 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 (5’) a, Aims: Ss can practice making communication b, Contents: Ss work in pairs to choose the right sentences (A-E) to put into the dialogue c, Outcome: Ss can communication exercise well and practice making communication correctly d, Organization: First, ask Ss to the task in pairs Then Choose the right sentences (A-E) check Ss’ answers as a class Set a time to put into the dialogue limit of two minutes for Ss to re-read and Key: to remember the dialogue as much as B D A they can When they finish, ask some C E pairs to rehearse the dialogue Project (10’) a, Aims: Help students the project well b, Contents: Ss work in groups to present about the vehicle or machine they chose c, Outcome: Ss can their project well d, Organization: - Groups present about the vehicle or *Project: Space exploration machine they chose (1 minute for each 308 presentation) - Others listen and vote for the best presentation Guides for homework (2’) - Finish the project at home - Learn the grammar rules -Week 35 – Period 105 THE SECOND END-TERM WRITTEN Date of planning: …./… /2021 TEST CORRECTION Date of teaching: …/… /2021 A Objectives Knowledge: By the end of the lesson, ss will be able to realize what they have done, what they haven’t done Competence: They can self-evaluate their studying and have good plans to improve it Behavior: Students are hard-working and attentive They will try their best to get better results B Teaching aids Teacher: Textbooks, teaching plan, paper tests, loud speaker Students: Textbooks, notebooks, paper tests C Procedures Checking: During the lesson New lesson: • Review • Result: Class 8A 3,5 - % – 6,5 % 6,5 - % - 10 % 8B Grade • Keys and points: are provided by Thanh Mien Division of Education and Training 309 ... … tháng …… năm 2021 Kí duyệt …………………………….………………… …………………………….………………… …………………………….………………… …………………………….………………… …………………………….………………… …………………………….………………… Week - Period Date of planning: …./…. /2021. .. tháng … năm 2021 Kí duyệt …………………………………………… …………………………………………… …………………………………………… …………………………………………… …………………………………………… Week - Period 10 UNIT 2: LIFE IN THE COUNTRYSIDE Date of planning: …./…. /2021. .. -Week - Period UNIT 1: LEISURE ACTIVITIES Date of planning: …./…. /2021 Lesson 1: Getting started Date of teaching: …./… /2021 A Objectives Knowledge: By the end of the lesson, ss will be able