Giáo án Tiếng Anh Khối 8 - Unit 8: Country life and city life read (Sách cũ)

Period: 52
UNIT 8: COUNTRY LIFE AND CITY LIFE
READ
I. Objectives: 
- By the end of the lesson, Ss read comprehension about the problem of migrating from the countryside to the city.
1. Knowledge, Skills, Attitude: 
a. Knowledge: 
- Vocabulary: migrant, flood, typhoon, drought, struggle, urban, rural, strain, well – paying job
- Grammar: 
b. Skills: listening, speaking, reading and writing
c. Attitude: Ss will be educated about helpful activities for our country.
2. Capacity is formed and developed for students 
- Self-learning capability. 
- Communicative competence 
- Cooperation capacity 
II. Preparation
1. Teacher: lesson plan, book, color chalks, pictures
2. Students: books, notebooks, pen, ruler 
III. Students’ activities
1. Warm-up (5’)
Teacher’s and Students’ activities
Content
- T asks Sts some questions
- Sts answer the questions.
- T corrects and gives marks if necessary.
- Do you like in the city or in the country?
- What is the difference between the countryside and the city?
2. Knowledge formation activities (36’)
-T presents the words.
-T uses pictures to explains new words 
-T reads new words , Ss repeat
 -T Checks vocabulary “ What and where ” 
- T has Sts check the As. Then T has Sts listen and repeat all the words and give Vietnamese meanings.
- T has some Sts read the new words to check their pronunciation
V. Read
* Ss read comprehension about the problem of migrating from the countryside to the city.
New words:
migrant (n) dân di cư
flood (n) trận lụt
typhoon (n) [tai'fu:n]: trận bão lớn
drought (n) [draut]: nạn hạn hán
struggle (v)(n) with : đấu tranh
urban ( adj) : thuộc đô thị, thành phố
rural ( adj ) : thuộc nông thôn
strain (n): sự quá tải (dân số)
well – paying job (n)
- T has Ss work in groups and fill in the summary (1/p.75)
- Ss work in groups. 
-T calls some Ss to give the answers.
-T checks and corrects if necessary.
-Ss copy down the correct answers.
* While-reading 
1. Complete the summary. Use information from the passage.
1. leaving	2. home	3. city
4. rural	5. city	6. problems
7. schools	8. hospitals	9. problem
10. world
- T has Ss look at the exercise 2 (p.75). Then read the text and find the words.
- Ss work in pairs. 
- T calls some Ss to give the answers.
- T checks and corrects if necessary.
- Ss copy down the correct answers.
2. Find the word in the passage that means:
 Answer:
a. rural	b. plentiful	c. increase
d. strain	e. tragedy	f. urban 
- Ss read and find the answers. Then ask and answer in pairs.
- Some pairs ask and answer the questions.
- T explains some more details through the Ss’ answer to help Ss understand the text.
Answer the Questions: 
1. Why do many people from the rural areas move to the city? 
2. Is life in the country so hard? Why?
3. Do the farmers often look for other work when they need more money?
4. What happens when too many people move to the city?
5. What happens to the migrants’ families?
6. What are the governments trying to do?
 * Key :
1. Because they believe that well-paying jobs are plentiful in the city.
2. Yes, it is. Because life is always a struggle with nature.
3. Yes, they do.
4. Increase in population put a strain on schools and hospitals, water and electricity supplies and increase in pollution.
5. They sometimes have to live apart 
6. They are trying to provide facilities for these migrants.
3. Consolidation 3’
T reminds ss of the reason people now migrate from the countryside to the city.
4. Its operations (1’)
Write 5 things that the government should do for the rural areas at home.
IV. Experience:
Period: 53
UNIT 8: COUNTRY LIFE AND CITY LIFE
WRITE
I. Objectives: 
- By the end of the lesson, Ss write letters to their friends about their neighborhood.
1. Knowledge, Skills, Attitude: 
a. Knowledge: 
- Vocabulary: 
- Grammar: 
b. Skills: listening, speaking, reading and writing
c. Attitude: Ss will be educated about helpful activities for our country.
2. Capacity can be formed and developed for students 
- Self-learning capability. 
- Communicative competence 
- Cooperation capacity 
II. Preparation
1. Teacher: lesson plan, book, color chalks
2. Students: books, notebooks, pen, ruler 
III. Students’ activities
1. Warm up (5’)
Teacher’s and Students’ activities
Content
T asks Ss to play game.
- Ss play “noughts & crosses”.
-T corrects if necessary.
Noughts and crosses 
Look forward
library
weekend
interesting
village
far
with
write
Small house
2. Knowledge formation activities (36’)
Teacher’s and Students’ activities
Content
- T gives situational questions. 
- T asks Ss to answer the questions.
VI. Write
* Ss complete letters to their friends about their neighborhood.
 * Pre - writing: EX: 
1. Have you ever written a letter?
2. Who did you write to?
3. Do you remember the form of a letter?
4. How many parts of a letter are there? What are they?
- T guides Ss to put the outline in the right order (exe.1).
- T corrects if necessary
While - writing:
1. Put the outline for an informal letter in the correct order. If you don’t remember, refer to the writing exercises in unit 5
Heading
Writers’ address
Date
Opening
Body of letter
Closing
-T asks Ss to discuss the questions in exe 2 (pair work) to find out the answers.
- T asks Ss answer them on the board.
-T asks them to use connectors to make the correct answers into a letter.
- Group work (four groups).
- Four groups present on the board.
- T corrects if necessary.
- Ss take notes.
2. Write a letter to a friend about your neighborhood. These questions may help you.
Suggested letter.
(Writer’s address)
 (Date )
 Dear ,
I live in , a small town.
My family has a large house with four rooms and a small garden. My sister and I share one bedroom. From the bedroom window, I can see a beautiful park with green trees, flowers and a pond. We don’t live far from my school so I usually walk there.
In my neighborhood, there is a swimming pool and a beautiful park. On the weekend, I often go swimming with my friend s . Early in the morning, I always jog with my sister around the park, but the thing I like best in my neighborhood is the public library near my school. There is not only can study and read books but also watch video and learn how to use the computer.
Do you have a library like that in your neighborhood? Is there anything interesting in the place where you live? Write to me 
I’d like to say goodbye now .I’m looking forwards to hearing from you seen 
Love 
(signature)	
-T asks Ss to read the letter before the class.
* Post writing
3. Consolidation (3’)
Students copy the letter.
4. Its operations (1’)
- Learn by heart how to use a letter.
- Write a letter to a friend about your studying.
- Prepare Language focus. 
IV. Experience:
Period: 54
UNIT 8: COUNTRY LIFE AND CITY LIFE
LANGUAGE FOCUS
I. Objectives: 
- By the end of the lesson, Ss will be able to use comparative and superlative adjectives.
1. Knowledge, Skills, Attitude: 
a. Knowledge: 
- Vocabulary: 
- Grammar: 
b. Skills: listening, speaking, reading and writing
c. Attitude: Ss will be educated about studying hard.
2. Capacity is formed and developed for students 
- Self-learning capability. 
- Communicative competence 
- Cooperation capacity 
II. Preparation
1. Teacher: lesson plan, book, color chalks
2. Students: books, notebooks, pen, ruler 
III. Students’ activities
1. Warm up (5’)
Teacher’s and Students’ activities
Content
- T asks Ss to find out short adjectives and long adjectives they have learnt.
- T divides the class into 2 teams. 
- Ss go to the board and write the adjectives.
 ( work group)
Brainstorming :
 Long adj short adj
- Beautiful - tall
- difficult - easy
- interesting - cheap
- comfortable - small
- delicious - poor
- convenient - big
- accessible - short
2. Knowledge formation activities (36’)
-T reminds Ss of the forms of comparative and superlative adjectives.
-Ss listen how to use and give examples 
-T corrects if necessary.
1. Read the dialogue
* Ss read clearly and make similar dialogues.
Now make similar dialogues. Use the shipping information
S1: Is the boat to Qui Nhon having at 11:30?
S2: Is that good fortune?
S1: That’s right 
S2: I’m very sorry. It’s been delayed 
S1: Oh no! 
S2: Now, it’s leaving at 13: 55 
EX2 :
S1: Is the boat from Ca Mau arriving at 11:00 
S2: Are you talking about Dia. eyes? 
S1: Yes
S2: It’s arriving on time 
- Teacher asks students to use the verbs in the present progressive tense to complete the dialogue then practice with their partners. Teacher asks some pairs to speaking the dialogue before the class.
2. Complete the dialogue. Use the verbs in the present progressive tense.
* Ss remember the present progressive tense.
b) Hoa: are doing our .
c) Mr. Nhat: am watching 
d) Lan: am going 
e) Na: are cleaning 
f) am having 
- T explains the form – use of the present progressive tense.
-T explains how to do. 
-T asks Ss to complete the sentences.
-Ss do them.
-T calls several Ss to practice in front of the class.
-T corrects if necessary.
-T gives marks.
3. Use the verbs and adjectives.
* Ss remember the way to make comparison.
* COMPARATIVE:
short adj –er + than + object
more long adj + than + object
* SUPERLATIVE:
The + short adj – est
The most + long adj 
* IRREGULAR ADJECTIVE 
Good / well better the best
Bad worse the worst
Many more the most
Little less the least
3. Consolidation 4’
 Write the comparative form or superlative form of the words in brackets 
1. Playing sport is ---------- reading book. (interesting)
2. It’s ---------- day of the year. (short)
3. The weather is getting ----------.(bad )
Answer:
1. more interesting than	2. the shortest	3. worse 
IV. Experience:
Signature
Week 18: ........................................................