Giáo án Tiếng Anh 8 - Tuần 4+5 - Đàm Thị Liên

Nội dung text: Giáo án Tiếng Anh 8 - Tuần 4+5 - Đàm Thị Liên

1. Đàm Thị Liên    English 8 Period 9 Teaching date: UNIT 2. Lesson 2: A closer look 1 I. OBJECTIVES By the end of this lesson, Ss will be able to: 1. Knowledge - Vocabulary: The lexical items related to Life in the countryside - Pronunciation: Correctly pronounce words that contain the sounds: /ə/ and /ɪ/ 2. Competences - Develop communication skills and creativity - Be collaborative and supportive in pair work and teamwork - Actively join in class activities 3. Personal qualities - Love talking about activities in the countryside II. MATERIALS - Grade 8 textbook, Unit 2, A closer look 1 - Computer connected to the Internet; Projector / TV; hoclieu.vn; .. III. PROCEDURES 1. WARM-UP (5 mins) a. Objectives: - To create an active atmosphere in the class before the lesson. - To lead into the new lesson. b. Content: - Game: Matching words with pictures c. Expected outcomes: - Students get some vocabulary from the lesson and be ready for the lesson. d. Organisation: TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS Matching game: Questions: - T gives out the handouts and divides the class into Match the words with the correct 10 groups and explains the rules. pictures. - Ss match the given words to the pictures and they Suggested answers: have to send one to stick the handout onto the board 1. cattle (n) as quickly as possible. 2. vast (adj) - Teacher shows students the answer on the screen 3. crop (n) and announces the winning group. 4. poultry (n) - T sets the context for the lesson. e. Assessment: - Teacher shows students the answer on the screen and announces the winning group. 2. ACTIVITY 1: VOCABULARY (20 mins) a. Objectives: - To present some nouns that go with action verbs to describe activities which rural people often do - To teach Ss new adjectives for describing people and scenes in the countryside. b. Content: - Vocabulary pre-teaching.
2. Đàm Thị Liên    English 8 - Task 1: Circle the correct words to complete the sentences. - Task 2: Match the following adjectives with their definitions. - Task 3: Complete the sentences with the words from 2. c. Expected outcomes: - Students understand how to use the vocabulary related to the topic. d. Organisation: TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS Vocabulary pre-teaching (6 mins) - Teacher asks students to guess the meaning of the New words: words that they have matched in the Warm-up 1. cattle (n) gia súc activity. 2. poultry (n) gia cầm - Teacher introduces the vocabulary. 3. crop (n) vụ/ mùa - Teacher checks students’ understanding by the 4. vast (adj) mênh mông, rộng lớn follow-up tasks in the student's book. 5. hospitable (a) mến khách/ hiếu khách 6. picturesque (a) đẹp/hấp dẫn (phong cảnh 7. well-trained (a) lành nghề/ có tay nghề 8. orchard (a) vườn cây ăn quả 9. pick (v) hái / ngắt hoa quả 10 thorough (a) cẩn thận/ kỹ lưỡng/ tỉ mỉ Task 1: Circle the correct words to complete the sentences. (4 mins) - Teacher asks Ss to read each sentence and choose Answer key: the suitable noun that goes with the action verb 1. cattle before it. 2. fruit - Let Ss work in pairs to compare their answers 3. crops before sharing their answers. 4. unloaded - Check and confirm the correct answers. 5. catching Task 2: Match the following adjectives with their definitions. (4 mins) - Teacher tells Ss quickly match the adjectives in Answer key: the left column with their meanings in the right 1. c column 2. d individually. 3. e - Then ask Ss to check their answers with their 4. b partners. 5. a - Confirm the correct answers. Task 3: Complete the sentences with the words from 2. (6 mins) - Teacher ask Ss to do the exercise individually Answer key: and then check with the whole class. 1. hospitable - When checking, ask Ss to refer to 2 to make the 2. well-trained meanings of the adjectives clearer to them. 3. picturesque - Teacher checks the answers as a class and gives 4. vast feedback. 5. surrounded e. Assessment: - Teacher checks students’ pronunciation and gives feedback. - Teacher corrects the answers for students as a whole class.
3. Đàm Thị Liên    English 8 3. ACTIVITY 2: PRONUNCIATION (8 mins) a. Objectives: - To help Ss identify how to pronounce the sounds /ə/ and /ɪ/. - To help Ss practise pronouncing these sounds in words and sentences. b. Content: - Task 4: Listen and repeat the words. Pay attention to the sounds /ə/ and /ɪ/. - Task 5: Listen and practise the sentences. Underline the bold words with /ə/, and circle the bold words with /ɪ/. c. Expected outcomes: - Students repeat the words correctly in words and sentences. d. Organisation: TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS Task 4: Listen and repeat the words. Pay attention to the sounds /ə/ and /ɪ/. (5 mins) - Teacher asks some Ss to read out the words first. Then play the recording for them to listen and repeat the words they hear. - Explain to Ss the difference between the two sounds if needed: + /ɪ/ is a “front vowel”, meaning the front part of the tongue is raised while articulating this vowel. It’s also a “close vowel”. A close vowel is one where the jaws come close to each other. + /ə/ on the other hand is a “mid vowel”; it means that the jaws aren't closer to each other. It's also a “central vowel”. A central vowel means the central Suggested outcome: part of the tongue is raised while articulating this Students repeats the words correctly vowel. It's often unrounded. Task 5: Listen and practise the sentences. Underline the bold words with /ə/, and circle the bold words with /ɪ/. (8 mins) - Teacher aks Ss to quickly read the sentences. Now Suggested outcome: play the recording for Ss to listen to the sentences. 1. There is a lot of water in the bottle. Ask them to pay attention to the underlined parts and underline and circle the appropriate sounds. 2. The farmers here are hard-working. - Invite some Ss to share their answers. Confirm the correct ones. 3. They are picking fruits in the orchard. - Play the recording again for Ss to repeat the sentences. 4. People in my village usually gather at - Have Ss practise the sentences in pairs. Invite weekends. some pairs to read the sentences aloud. Comment on their pronunciation of the sounds. 5. Please buy some milk and pasta at the supermarket. e. Assessment: - Teacher gives corrections and feedback to students’ pronunciation.
4. Đàm Thị Liên    English 8 4. CONSOLIDATION a. Wrap-up: - Ask one or two Ss to tell the class what they have learnt. - Ask Ss to say make some sentences with words and phrases they remember from the lesson b. Homework: - Students’ workbook. - Preparing unit 2 Lesson 3: A closer look 2 ********************* Period 10 Teaching date: UNIT 2. Lesson 3: A closer look 2 I. OBJECTIVES By the end of this lesson, Ss will be able to: 1. Knowledge - The comparative forms of adverbs 2. Competences - Develop communication skills and creativity - Be collaborative and supportive in pair work and teamwork - Actively join in class activities 3. Personal qualities - Love talking about activities in the countryside II. MATERIALS - Grade 8 textbook, Unit 2, A closer look 2 - Computer connected to the Internet; Projector / TV; hoclieu.vn; .. III. PROCEDURES 1. WARM-UP (6 mins) a. Objectives: - To review comparative forms of adjectives before the lesson. - To introduce the term of comparative form of adverbs. b. Content: - Making comparison between two pictures. c. Expected outcomes: - Students’ answers. d. Organisation: TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS Making comparison Questions: - Teacher shows the pictures on the screen. 1. Who lives faster than the other: people in - Teacher asks students to make comparative the countryside or people in the city? sentences to describe the difference between the 2 2. Who lives more peacefully than the pictures. other: people in the countryside or people - Teacher gives some follow-up questions to lead in the city? in the introduction of the target grammar point. Suggested answers: - Teacher sets the context for the lesson. 1. People in the countryside live more slowly than people in the city. 2. People in the countryside live more peacefully than people in the city.
5. Đàm Thị Liên    English 8 e. Assessment: - Teacher corrects students (if needed). 2. ACTIVITY 1: PRESENTATION (8 mins) a. Objectives: - To teach Ss the comparative forms of some adverbs that Ss normally use in everyday conversations. b. Content: - The comparative adverbs c. Expected outcomes: - Students know how to use the target grammar. d. Organisation TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS Grammar teaching: Comparative adverbs Examples: 1. For most adverbs (often with two or more 1. adding more: syllables), we make comparative forms by adding slowly → more slowly more. carefully → more carefully 2. For adverbs that have the same forms as 2. adding -er: adjectives like fast, hard, soon, etc., we make fast → faster comparative forms by adding -er. hard → harder 3. Some irregular adverbs 3. irregular adverbs: well → better badly → worse e. Assessment: - Teacher checks students’ understanding by asking some questions. 3. ACTIVITY 2: PRACTICE (20 mins) a. Objectives: - To help Ss practise the correct comparative forms of adverbs in sentences. b. Content: - Task 1: Write the comparative forms of the adverbs in the table below. - Task 2: Complete the sentences with the comparative forms of the adverbs in brackets. - Task 3: Complete the sentences with suitable comparative forms of the adverbs from the box. - Task 4: Read the situations and complete the sentences using the comparative forms of the adverbs in brackets. c. Expected outcomes: - Students understand how to use the target grammar. d. Organisation: TEACHER’S AND STUDENTS’ ACTS CONTENTS Task 1: Write the comparative forms of the adverbs in the table below. (4 mins)
6. Đàm Thị Liên    English 8 - Teacher asks Ss to do the exercise individually Answer key: and then check their answers in pairs. Comparative Adverbs - Teacher invites some Ss to share their answers. forms Confirm the correct answers. long longer high higher late later quickly more quickly frequently more frequently early earlier much more little less Task 2: Complete the sentences with the comparative forms of the adverbs in brackets. (5’) - Have Ss do the exercise individually and then Answer key: compare their answers with their partners. 1. more beautifully - Ask some Ss to write their answers on the 2. more clearly board. 3. faster - Check the answers with the whole class. Ask Ss 4. harder to explain 5. more heavily Task 3:Complete the sents with suitable comparative forms of the adverbs from the box.(5’ - Have Ss do the exercise individually and then Answer key: compare their answers with their partners. 1. more carefully - Ask some Ss to write their answers on the 2. faster board. 3. more quietly - Check the answers with the whole class. 4. more soundly 5. earlier Task 4: Read the situations and complete the sentences using the comparative forms of the adverbs in brackets. (6 mins) - Teacher ask Ss to read the situations carefully. Answer key: If necessary, T may explain each situation to Ss. 1. The red car can run faster than the black Ask Ss to complete the sentences individually car. and then compare their answers with their 2. Nick can jump higher than Tom. partners. 3. Mai did better on the exam than Hoa. - Ask some Ss to write their answers on the 4. The workers arrived earlier than my dad board. expected. - Check the answers with the whole class. 5. The buses run more frequently than the Confirm the correct answers. trains. e. Assessment: - Teacher corrects students as a whole class. 4. ACTIVITY 3: PRODUCTION (10 mins) a. Objectives: - To help Ss practise using comparative adverbs to make comparisons b. Content: - Task 5. Work in pairs. Ask and answer to find out who... c. Expected outcomes: - Students’ conversations
7. Đàm Thị Liên    English 8 d. Organisation: TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS Task 5: Work in pairs. Ask and answer to find out who: - Model this activity with a student. Remind Ss Who: that they should only use the phrases and the - can run faster pictures in 4 to ask and answer about activities that - can jump higher rural people often do. - stay up late at night - Ask Ss to work in pairs. T goes round to help - gets up earlier in the morning weaker Ss. Then, call on some pairs to practise in Suggested outcome: front of the class. Comment on their performance. A: How fast can you run? B: I can run 15 kilometres an hour. A: Ok, so you can run faster than me. ￿ I can run fast but B can run faster than I do e. Assessment: - Teacher gives corrections and feedback. 5. CONSOLIDATION a. Wrap-up: - Summarise the main points of the lesson. - Ask Ss to make sentences about themselves, using comparative adverbs. b. Homework: - Students’ workbook. - Preparing unit 2 Lesson 4: Communication Period 11 Teaching date: UNIT 2. Lesson 4: Communication I. OBJECTIVES By the end of this lesson, Ss will be able to: 1. Knowledge - Give and respond to compliments 2. Competences - Develop communication skills and creativity - Be collaborative and supportive in pair work and teamwork - Actively join in class activities 3. Personal qualities - Be ready and confident in real life conversations II. MATERIALS - Grade 8 textbook, Unit 2, Communication - Computer connected to the Internet; Projector / TV; hoclieu.vn; .. III. PROCEDURES 1. WARM-UP (5 mins) a. Objectives: - To create an active atmosphere in the class before the lesson. - To lead into the new lesson. b. Content: - Rearrange to make a conversation. c. Expected outcomes:
8. Đàm Thị Liên    English 8 - Students’ answers. d. Organisation TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS Jumbled conversation: Suggested answers: 1. Thank you. Yours is, too. 2. Happy birthday. Wow, you’re wearing 2. Happy birthday. Wow, you’re wearing such a such a beautiful dress. beautiful dress. 1. Thank you. Yours is, too. 3. Here is your present. I hope you like it. 3. Here is your present. I hope you like it. 4. I’m glad you like it. 5. This is the best gift I have ever had. I 5. This is the best gift I have ever had. I love it. love it. - Teacher asks students to rearrange it to make a 4. I’m glad you like it. meaningful conversation. e. Assessment - Teacher corrects for students (if needed). 2. ACTIVITY 1: EVERYDAY ENGLISH (12 mins) a. Objectives: - To introduce ways of giving and responding to compliments. - To help Ss practise giving and responding to compliments. b. Content: - Task 1: Listen and read the conversations. Pay attention to the highlighted sentences. - Task 2: Work in pairs. Make similar conversations to practise giving and responding to compliments, using the cues below. c. Expected outcomes: - Students know how to use the structures to give and respond to compliments. d. Organisation: TEACHER’S AND STUDENTS’ ACTS CONTENTS Task 1: Listen and read the conversations. Pay attention to the highlighted sentences. (6’) - Teacher introduces the vocabulary. * Vocab: - Teacher checks students’ understanding by the 1. be situated in/ on/ : đc tọa lạc ở đâu follow-up tasks in the student's book. 2. observe (v) quan sát 3. historical (a) thuộc về lịch sử - Play the recording for Ss to listen and read the 4. cultural (a) thuộc văn hóa two dialogues between Tom and Mai, Nick and 5. value (n) giá trị Hoa at the same time. Ask Ss to pay attention to 6. be full of + Ns/ N(ko đđ): đầy . the questions and answers. 7. lighthouse (n) trạm đèn biển/ hải đăng - Have Ss practise the dialogues in pairs. Call on 8. reach (v) đến/ tới đâu some pairs to practise the dialogues in front of the 9. ferry (n) phà class. 10 sightseeing (n) cuộc/ sự tham quan Audio script – Track 10: 1. Tom: What a beautiful kite you have, Mai! Mai: Thank you, Tom. My dad made it for me last weekend. 2.
9. Đàm Thị Liên    English 8 Nick: You really have a nice dress, Hoa. Hoa: I’m glad you like it, Nick. I think its colour really suits me. Task 2: Work in pairs. Make similar conversations to practise giving and responding to compliments, using the cues below. (6 mins) - Ask Ss to work in pairs to make similar Cues: dialogues with the given cues. - a shirt Call on some pairs to practise in front of the class. - a bicycle Comment on their performance. - a school bag e. Assessment - Teacher checks students’ understanding by asking some questions. 3. ACTIVITY 2: ADVERTS FOR BEAUTIFUL VILLAGES (26 mins) a. Objectives: - To help Ss learn about two traditional villages in Viet Nam and the Netherlands. - To help Ss develop their reading skills for specific information (scanning). - To provide Ss with practice in giving a presentation about the similarities and differences between two places. b. Content: - Task 3: Read the adverts for the two beautiful villages. Tick the boxes to show which village the statements describe. Sometimes both boxes need to be ticked. - Task 4: Work in groups. Take turns to talk about the similarities and differences between Duong Lam and Hollum. - Task 5: Work in pairs. Which village in 3 would you like to visit for a holiday? Explain your choice to your partner. c. Expected outcomes: - Students know about two traditional villages in Viet Nam and the Netherlands. d. Organisation TEACHER’S AND STUDENTS’ ACTS CONTENTS Task 3: Read the adverts for the two beautiful villages. Tick the boxes to show which village the statements describe. Sometimes both boxes need to be ticked. (8 mins) - Have Ss read the instructions to understand Suggested answers: what they are going to do. Remind them that Duon Hollu they have to read each statement in the table Statements g m and then read the two adverts to scan for the Lam necessary information to help them tick the 1. It’s an ancient village. ✔ ✔ correct boxes. 2. We can visit an ancient - Give Ss time to read the two adverts and pagoda, traditional houses, ✔ tick the boxes in the table. After that, get and temples in this village. them to swap answers in pairs. Go around 3. We can get there by ✔ and offer help, if necessary. plane or ferry. - Check the answers as a class. 4. We can go there by car, ✔ bus, or bike. 5. It has a lighthouse. ✔ Task 4: Work in groups. Take turns to talk about the similarities and differences between
10. Đàm Thị Liên    English 8 Duong Lam and Hollum. (8 mins) - Teacher introduces some words or phrases Example: that are often used to talk about the Duong Lam and Hollum are both ancient similarities and differences, such as: both, villages, also, too, like, as, unlike, but, however, etc. and give examples to illustrate. - Have Ss work in groups, taking turns to talk about the similarities and differences between the two villages. T may go round to observe. - Call on some Ss to give the presentation to the whole class. Invite comments on his or her clarity, language, and fluency . Task 5: Work in pairs. Which village in 3 would you like to visit for a holiday? Explain your choice to your partner. (10 mins) - Have students work in pairs, asking and Suggested outcome: answering questions about the villages they A: Which village would you like to visit for a would like to visit. T goes around and holiday? corrects mistakes or gives help when B: Duong Lam, of course! necessary. Encourage Ss to ask more A: Why? questions. B: Because I love watching the locals making - Call on some pairs to perform the task in specialities and front of the class. T and other Ss listen and make comments. e. Assessment - Teacher corrects students as going around while they’re practising. - Teacher gives feedback. 4. CONSOLIDATION a. Wrap-up: - Have Ss say what they have learnt in the lesson. b. Homework: - Students’ workbook. - Preparing unit 2 Lesson 5 Skills 1 Period 12 Teaching date: UNIT 2. Lesson 5: Skills 1 I. OBJECTIVES By the end of this lesson, Ss will be able to: 1. Knowledge - Read about different aspects of a Vietnamese village - Talk about a village or town where one lives or which one knows 2. Competences - Develop communication skills and creativity - Be collaborative and supportive in pair work and teamwork - Actively join in class activities 3. Personal qualities - Love reading and talking about activities in the countryside
11. Đàm Thị Liên    English 8 II. MATERIALS - Grade 8 textbook, Unit 2, Skills 1 - Computer connected to the Internet; Projector / TV; hoclieu.vn; .. III. PROCEDURES 1. WARM-UP (5 mins) a. Objectives: - To help Ss understand and activate their knowledge of the topic. - To help Ss remember some adjectives that are often used to describe scenes and sceneries in the countryside. b. Content: - Task 1: Work in pairs. Look at the picture and discuss the following questions. c. Expected outcomes: - Students’ answers. d. Organisation: TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS Task 1: Work in pairs. Look at the picture and discuss the following questions. (5 mins) - Ask Ss to work in pairs discussing what they can Questions: see in the picture. - What can you see in the picture? - Ask some Ss to say their answers in front of the - Which adjectives in the box can be used class. T may ask other questions to elicit other to describe the picture? things in the picture. Suggested answers: - Ask Ss to work in pairs again, discussing which - paddy fields, cattle (buffaloes), farmers, adjectives in the box can be used to describe the a combine harvester, a lake / pond, trees, picture. houses, a dirt road, horizon, etc. - peaceful, vast, picturesque e. Assessment: - Teacher corrects students (if needed). 2. ACTIVITY 1: READING (18 mins) a. Objectives: - To improve Ss’ knowledge of vocabulary related to community activities. - To improve Ss’ skill of reading for specific information. b. Content: - Vocabulary - Task 2: Read the text about life in a village in Viet Nam. Match the highlighted words in the text with their meanings. - Task 3: Read the text again and tick T (True) or F (False) for each sentence. c. Expected outcomes: - Students understand how to use the target grammar. d. Organisation: TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS Vocabulary pre-teaching (5 mins) - Teacher explains the meaning of the new New words: vocabulary by pictures. 1. stretch (v) trải dài/ kéo dài ra - Teacher reveals that the words according to the 2. canal (n) kênh đào/ mương
12. Đàm Thị Liên    English 8 pictures will appear in the reading text and asks 3. cultivate (v) trồng trọt/ canh tác students to open their textbook to find these words 4. be crowded with: đông đúc với - Teacher introduces the vocabulary. 5. be surrounded by: đc bao quanh bởi - Teacher checks students’ understanding with with 6. raise cattle (v) nuôi gia súc follow-up questions 7. get along well with: có quan hệ tốt với 8. relationship (n) mối quan hệ Task 2: Read the text about life in a village in Viet Nam. Match the highlighted words in the text with their meanings. (5 mins) - Ask Ss to work individually to read the passage Answer key: and find the highlighted words. 1. c - Have Ss match the highlighted words with their 2. a meanings in the table. Remind them to use the 3. d context to help them. 4. b - Check the answers as a class. Task 3: Read the text again and tick T (True) or F (False) for each sentence. (7 mins) - Ask some Ss to read out loud the sents in the Answer key: table. 1. T - Have Ss work individually for five minutes and 2. T tick T (True) or F (False). 3. F - Have them read aloud the sentences. 4. F - Check the answers as a class. 5. T e. Assessment - Teacher corrects for students as a whole class. - Teacher checks the vocabulary by asking the Vietnamese meaning of each word. 3. ACTIVITY 2: SPEAKING (15 mins) a. Objectives: - To help Ss prepare ideas for the next activity. - To provide an opportunity for Ss to practise talking about a village or town where they live or which they know. b. Content: - Task 4: Make notes about the village or town where you live or which you know. - Task 5: Work in groups. Take turns to talk about the village or town where you live or which you know. Use the information in 4. c. Expected outcomes: - Students’ speaking. d. Organisation: TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS Task 4: Make notes about the village or town where you live or which you know. (5 mins) - Tell each student to make notes. Set a time limit Suggested outcome: for Ss to do it. Name: Ha Noi - Ask Ss to think about a village or town where Location: Northern Vietnam they live or which they know (its name, location, Scenery: ancient buildings and beautiful scenery, special features) and the people living sights there (how they live, what they often do, how they How people live: fast, lively
13. Đàm Thị Liên    English 8 get along with each other). - Have them note down Activities adults or children often do: these ideas quickly. chatting, having a coffee with friends, going shopping The relationships among the people: friendly, helpful Special feature: Old quarter, museums, Task 5: Work in groups. Take turns to talk about the village or town where you live or which you know. Use the information in 4. (10 mins) - T asks a strong student to model this activity in Suggested outcome: front of the class. Then have Ss work in groups, I live in Duong Lam. It’s an old village taking turns to talk about the village or town where outside Ha Noi. It has ... they live or which they know about. - Encourage Ss to say as many sentences as possible. - If there is enough time, call on some Ss to talk before the whole class, then invite some positive comments from other Ss. e. Assessment: - Teacher gives corrections and feedback. 4. CONSOLIDATION a. Wrap-up - Summarise the main points of the lesson. b. Homework - Students’ workbook. - Preparing unit 2 Lesson 6: Skills 2 ********************* Period 13 Teaching date: UNIT 2. Lesson 6: Skills 2 I. OBJECTIVES By the end of this lesson, Ss will be able to: 1. Knowledge - Listen to someone’s opinion about life in the countryside - Write a paragraph about what someone likes or dislikes about life in the countryside 2. Competences - Develop communication skills and creativity - Be collaborative and supportive in pair work and teamwork - Actively join in class activities 3. Personal qualities - Love reading and talking about activities in the countryside II. MATERIALS - Grade 8 textbook, Unit 2, Skills 2 - Computer connected to the Internet; Projector / TV; hoclieu.vn; .. III. PROCEDURES
14. Đàm Thị Liên    English 8 1. WARM-UP (5 mins) a. Objectives: - To create an active atmosphere in the class before the lesson. - To lead into the new lesson. b. Content: - Miming game: Activities that rural people do. c. Expected outcomes: - Students’ answers d. Organisation: TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS Miming game: Questions: - Invite some Ss to go to the board. Have them - What am I doing? mime some activities that rural people often do. Ask Suggested answers: other Ss to guess what the activities are. - cultivating - Lead to the new lesson: Listening and Writing - harvesting opinions on life in the countryside. e. Assessment: - Teacher corrects for students (if needed). 2. ACTIVITY 1: PRE-LISTENING (5 mins) a. Objectives: - To help Ss understand and activate their knowledge of the topic. b. Content: - Task 1: Work in pairs. Discuss the following question. c. Expected outcomes: - Students get vocabulary and knowledge for the listening tasks. d. Organisation: TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS Task 1: Work in pairs. Discuss the following question. (5 mins) - Teacher introduces the vocabulary. * Vocab: - Teacher checks students’ understanding by the 1. college (n) trường cao đẳng follow-up tasks in the student's book. 2. entertainment (n) sự giải trí - Ask Ss to work in pairs discussing questions about 3. means of transport (n) phương tiện gt what they like or dislike about life in the 4. poor (a) nghèo countryside. 5. rural life (n) cuộc sống nông thôn - Ask some Ss to share their answers in front of the 6. security (n) sự an toàn class. If necessary, T may ask them some other 7. duty (n) nhiệm vụ/ trách nhiệm questions about the reasons for their answers. 8. supportive (a) ủng hộ/ hỗ trợ nhau 9. unsociable (a) khó gần/ ko chan hòa 10. cost of living (n) mức sống Questions: What do you like or dislike about life in the countryside? e. Assessment - Teacher asks Ss some follow-up questions.
15. Đàm Thị Liên    English 8 3. ACTIVITY 2: LISTENING (12 mins) a. Objectives: - To help Ss develop their skill of listening for specific information. b. Content: - Task 2: Listen to three people talking about life in the countryside. Choose the opinion that each speaker expresses. - Task 3: Listen again and choose the correct answer A, B, or C. c. Expected outcomes: - Students understand how to use the target grammar. d. Organisation: TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS Task 2: Listen to three people talking about life in the countryside. Choose the opinion (A - C) that each speaker (1 - 3) expresses. (6 mins) - Have Ss read the questions in this activity quickly Answer key: and underline the key words. This helps them have Speaker 1: B some ideas of what they are going to listen to and the Speaker 2: A information they need for answering the questions. Speaker 3: C - Play the recording twice for Ss to do the exercise. For stronger classes, ask Ss to take notes of the information to explain their answers. - Confirm the correct answers. Task 3: Listen again and choose the correct answer A, B, or C. (6 mins) - Have Ss read the questions and the options, and Answer key: determine what information they need for answering 1. C the questions. 2. A - Play the recording once or twice more for Ss to do 3. C the exercise. For stronger classes, ask Ss to take notes 4. A of the information to explain for their answers. 5. B - Have Ss share their answers in pairs. - Confirm the correct answers. e. Assessment: - Teacher corrects for students as a whole class. 4. ACTIVITY 3: WRITING (14 mins) a. Objectives: - To help Ss prepare ideas for the next activity - To help Ss practise writing a paragraph about what they like or dislike about life in the countryside b. Content: - Task 4: Work in groups. discuss and write what you like or dislike about life in the countryside. - Task 5: Write a paragraph (80 - 100 words) about what you like or dislike about life in the countryside. c. Expected outcomes: - Students’ speaking d. Organisation: TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
16. Đàm Thị Liên    English 8 Task 4: Work in groups. discuss and write what you like or dislike about life in the countryside. (4 mins) - Ask Ss to discuss and write what they like or Suggested outcome: dislike about life in the countryside and reasons for Students’ notes them. Remind them that they can both write full sentences and make notes, and they can even use abbreviations. Task 5: Write a paragraph (80 - 100 words) about what you like or dislike about life in the countryside. (10 mins) - Set up the writing activity: T reminds Ss that the Suggested answer: first important thing is always to think about what There are some things I like about life in they are going to write. Ss can use the ideas they the countryside. One of the main attractions have prepared in 4. Ask Ss to brainstorm the ideas is its peacefulness. This helps people living and needed language for writing. T may ask Ss to there feel comfortable and relaxed. refer back to the reading for useful language and Additionally, I enjoy its natural beauty. The ideas and write some useful expressions and countryside often offers picturesque views language on the board. of rolling hills, rolling meadows, and vast - Ask Ss to write the first draft individually. T may green fields. This can be a great source of display all or some of the Ss’ writings on the wall / inspiration. Finally, I appreciate the strong bulletin board. T and other Ss comment. Ss edit sense of community in rural areas. Rural and revise their writing as homework. If time is people are very tight-knit and always limited, T may ask Ss to write the final version at willing to help their neighbours. Overall, home. these are just some of the many things I enjoy about rural life. e. Assessment: - Teacher gives corrections and feedback. 5. CONSOLIDATION a. Wrap-up - Summarise the main points of the lesson. b. Homework - Students’ workbook. - Preparing unit 2 Lesson 7: Looking back and Project ********************* Period 14 Teaching date: UNIT 2. Lesson 7: Looking back and Project I. OBJECTIVES By the end of this lesson, Ss will be able to: 1. Knowledge - Review the vocabulary and grammar of Unit 2 - Apply what they have learnt (vocabulary and grammar) into practice through a project 2. Competences - Develop communication skills and creativity - Be collaborative and supportive in pair work and teamwork - Actively join in class activities
17. Đàm Thị Liên    English 8 3. Personal qualities - Love talking about activities in the countryside II. MATERIALS - Grade 8 textbook, Unit 2, Looking back and Project - Computer connected to the Internet; Projector / TV; hoclieu.vn; .. III. PROCEDURES 1. WARM-UP (5 mins) a. Objectives: - To create an active atmosphere in the class before the lesson. - To lead into the revision. b. Content: - Revision. c. Expected outcomes: - Ss can tell the teacher what they have learnt in unit 2. d. Organisation: TEACHER’S AND STUDENTS’ ACTS CONTENTS Revision (5 mins) - Teacher asks Ss to think of what they Questions: have learnt already in Unit 2. - What have we learnt in Unit 2? - Ss work in pairs to do the task. Teacher Suggested answers: calls some students to retell. - words about life in the countryside - Teacher confirms and leads them to do - the sounds /ə/ and /ɪ/ in words and sentences all the exercises in books. - comparative forms of adverbs - giving and responding to compliments - reading about different aspects of a Vietnamese village - talking about the village or town where someone lives - listening to someone’s opinion about life in the countryside - writing a paragraph about what someone likes or dislikes about life in the countryside e. Assessment: - Teacher corrects students (if needed). 2. ACTIVITY 1: VOCABULARY (10 mins) a. Objectives: - To help Ss review the vocabulary of Unit 2. b. Content: - Task 1: Write a phrase from the box under the correct picture. - Task 2: Choose the correct answer A, B, or C. c. Expected outcomes: - Students remember the vocabulary learnt. d. Organisation: TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
18. Đàm Thị Liên    English 8 Task 1: Write a phrase from the box under the correct picture. (5 mins) - Have Ss do Task 1 individually then compare their Answer key: answers with their partners. Ask for Ss’ answers or 1. ploughing fields ask some Ss to read out their answers in front of the 2. catching fish class. 3. drying rice - Confirm the correct answers. 4. unloading rice 5. feeding pigs 6. milking cows Task 2: Choose the correct answer A, B, or C. (5 mins) - Have Ss do Task 2 individually then compare their Answer key: answers with their partners. Ask for Ss’ answers or 1. B ask some Ss to read out their answers in front of the 2. C class. 3. A - Confirm the correct answers. 4. C 5. A e. Assessment: - Teacher asks Ss some follow-up questions. 3. ACTIVITY 2: GRAMMAR (12 mins) a. Objectives: - To help Ss revise the forms and uses of comparative adverbs. b. Content: - Task 3: Complete the sentences with the comparative forms of the adverbs in brackets. - Task 4: Underline the mistakes in the sentences and correct them. c. Expected outcomes: - Students’ answers. d. Organisation: TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS Task 3: Complete the sentences with the comparative forms of the adverbs in brackets. (6 mins) - Ask Ss to do the exercise individually. Then they can Answer key: check their answers with a partner before discussing 1. earlier the answers as a class. 2. more fluently - Teacher confirms the correct answers. 3. more easily - Remind Ss to keep a record of their original answers 4. more heavily so that they can use that information in the Now I can 5. harder / better section. Task 4: Underline the mistakes in the sentences and correct them. (6 mins) - Have Ss do this activity individually then compare Answer key: their answers with their partners. 1. as → than - Ask for Ss’ answers or ask one student to write his / 2. quicklier → more quickly her answer on the board. 3. more hardly → harder - Teacher confirms the correct answers. 4. the earlier → earlier - Remind Ss to keep a record of their original answers 5. more highly → higher so that they can use that information in the Now I can
19. Đàm Thị Liên    English 8 section. e. Assessment: - Teacher corrects for students as a whole class. 4. ACTIVITY 3: PROJECT (14 mins) a. Objectives: - To help Ss practise making their own poster about their favourite village and present their work. b. Content: - To help Ss develop the skill of working in groups to do a project. c. Expected outcomes: - Students’ speaking d. Organisation: TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS - Ask Ss to read the instructions again Let students Suggested outcome: have some time to check their posters for the final Students’ posters & presentations time and make any adjustments if necessary. - T has groups show their posters and present them to the class. Remember to have the “show and tell” session and vote for the best poster. - Teacher gives feedback. e. Assessment: - Teacher gives corrections and feedback. 5. CONSOLIDATION a. Wrap-up: - Summarise the main points of the lesson. b. Homework: - Students’ workbook - Preparing unit 3 Lesson 1: Getting started *********************