Giáo án Tiếng Anh Lớp 8 - Unit 12: Life on other planets - Lesson 1: Getting started - Năm học 2020-2021

Week 32 - Period 94
Date of planning: ./ ../2021
Date of teaching: ./ ../2021
UNIT 12: LIFE ON OTHER PLANETS
Lesson 1: Getting started
A. Objectives 
1. Knowledge: By the end of the lesson Ss will be able to use lexical items related to the topic ‘Life on other planets’ to talk what might happen to earth in the future; and interact a conversation about life on earth and other planets.
- Vocabulary: vocabulary related to life on earth and other planets.
- Grammar: may and might: review and Reported speech: questions
2. Competence: Teamwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence.	
3. Behavior: Ss will be more responsible for and be more aware of protecting and discovering about life on other planets.
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
Contents
Warm up (5’)
a, Aims: To help Ss to pay attention in the lesson. 
b, Contents: Ss work in groups to list the future technologies they expect to see in the fields of transportation, communication, housing and energy.
c, Outcome: Ss can list many future technologies related to the field given well.
d, Organization:
* Groupwork
- Write the words transportation, communication, housing and energy and ask two groups of four Ss to list the future technologies they expect to see in these fields. 
- Set a time limit and the game stops when the time is up. 
- The team with more items wins.
- Ask Ss where and how fast they think we can travel with new technology. Ask them if we could travel to other planets with those means of transport that they have listed.
* Game.
Presentation (20’)
a, Aims: Help students listen, read and do some exercises about the conversation. 
b, Contents: 
+ Ss work individually to study some new words related to the topic.
+ Ss work in pairs to listen and read the conversation.
+ Ss work individually to tick True or False.
+ Ss work individually to read the conversation again and answer the questions.
+ Ss work in pairs to find the sentences in reported speech in the conversation and underline them.
c, Outcome: Ss can know some vocabularies related to the topic and do exercises correctly.
d, Organization:
- T introduces some new words. 
Picture
Situation
Picture
Picture
Picture
Example
- Check: Rub out and Remember. 
- Ask Ss to look at the picture and the heading What could happen to Earth? and answer the questions as a class:
	Where are Duong and Nhi?
	What are they doing?
	What might they be talking about?
Now have Ss listen to the conversation without reading the text to see if their predictions were correct. Follow up with the same questions.
- Play the recording and have Ss work independently. Ss do not read the conversation. Play the recording once or twice. Pause the recording at the appropriate place if Ss need help with comprehension. Then allow Ss to share their answers with a partner before discussing as a class.
- First, ask Ss not to look at the conversation to answer the questions, then have them read the conversation again and check their answers. If time allows, have them show where to find the answers in the conversation.
Ask Ss to look at the conversation again and underline the sentences in reported speech. Have Ss read aloud the sentences.
VOCABULARY 
- ‘alien (n): người ngoài hành tinh
- ‘danger (n): hiểm họa 
- ‘weightless (n): không trọng lực
- space ‘buggy (n): xe vũ trụ
- ‘galaxy (n): dải ngân hà
- ‘terrorist (n): kẻ khủng bố 
1. Listen and read.
a. Tick (v) true (T) or false (F).
Key:
1. F	2. T	3. F	
4. T	5. F
b. Read the conversation again and answer the questions.
Key:
1. James Kirk is the captain of the spaceship.
2. They went to Nibiru planet.
3. It happens in 2259.
4. It’s the name of the spaceship that the crew travels on.
5. He wants to destroy Earth.
c. Can you find the sentences in reported speech in the conversation? Underline them.
Key:
1. That’s funny, Trang also asked me what I thought would happen to Earth in the future?
2. I said I didn’t know but that Earth might be run by aliens!
Practice (10’)
a, Aims: Ss can know vocabularies related to life on earth and other planets.
b, Contents: 
+ Ss work in pairs to use the words/ phrases in the box to label the pictures. Then listen and repeat.
+ Ss work individually to use the words/ phrases in 2 to fill in the blanks.
c, Outcome: Ss can know some more vocabularies related to the topic and do exercises correctly.
d, Organization:
- Have Ss work in pairs to match the words with the pictures. Then check their answers. Explain that UFO is an acronym, which stands for unidentified flying object. Afterwards, have Ss repeat the words chorally. Correct their pronunciation if necessary. Check their understanding if necessary.
- Have Ss work independently to fill the words/ phrases in the blanks, then check with a partner. Elicit Ss’ answers.
2. Use the words/ phrases in the box to label the pictures. Then listen and repeat.
Key:
1. aliens	 2. Space buggy	
3. UFO 4. Weightless 
5. galaxy	 6. Spaceship	
7. Solar system	8. planet
3. Use the words/ phrases in 2 to fill in the blanks.
Key:
1. aliens	 2. UFO	
3. Space buggy	4. Planet; planet
5. weightless	6. Solar system	
7. Galaxy	 8. spaceship
4. Application (8’)
a, Aims: Ss can revise vocabularies they have learnt in the lesson.
b, Contents: Ss work in groups to write the words in the circles they have remembered.
c, Outcome: Ss can review new words about the topic and their meaning.
d, Organization:
Ask Ss to play the game.
* Draw a word web with several circles on the board. Elicit the words/ phrases in 2 from the class and write them in the circles, one word circle.
* When all the words/ phrases are written in the circles, give Ss one minute to remember the position of each word/ phrase.
* Now rub out the words as Ss say them out loud, leaving only the circles.
* Ss work in two big groups. Ask them to take turns to fill in the circles with the correct words.
GAME: WHAT AND WHERE
Listen and follow the teacher’s instructions to play the game.
3. Guides for homework (2’)
- Write the reported speech and make sentences
- Learn new words.
- Do ex B2 (P.44) in the workbook.
- Prepare: A closer look 1.
- Find and write the names of the planets: eg: Mercury, Venus , Mars 
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Week 32 - Period 95
Date of planning: ./ ../2021
Date of teaching: ./ ../2021
UNIT 12: LIFE ON OTHER PLANETS
Lesson 2: A Closer Look 1
A. Objectives 
1. Knowledge: By the end of the lesson, SS will be able to some more vocabularies about the topic. They will be able to know words ending in –full and –less and pronounce correctly the words ending in -ful and -less in isolation and in context. 
- Vocabulary: vocabulary related to life on earth and other planets.
-Pronunciation: Stress in words ending in -ful and -less.
2. Competence: Teamwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence.	
3. Behavior: Ss will be more responsible for and be more aware of protecting and discovering about life on other planets.
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
Contents
1. Warm up (3’)
a, Aims: To help Ss to pay attention in the lesson.
b, Contents: Ss call the names of the planets individually.
c, Outcome: Ss can call the names of the planets correctly.
d, Organization:
- Ask Ss to call the names of the planets
*Network.
Mars Venus 
 THE PLANETS
2. Presentation (23’)
a, Aims: Ss know and use vocabularies related to to the topic "Life on other planets". 
b, Contents: 
+ Ss work individually to use the names of the planets in the box to label the diagram of the solar system.
+ Ss work in pairs to scan the passage and check the answers.
+ Ss work individually to write the names of the planets that match the Roman Gods.
+ Ss work individually to add suffixes -fulor -lessto the words in the box.
+ Ss work in pairs to use the topic of space to make a sentence for each new word.
c, Outcome: Ss can know and use vocabularies related to to the topic "Life on other planets” and do vocabulary exercises correctly.
d, Organization: 
- T has Ss open the books and work independently. Then, ask them to share their answers with a partner. 
Ss work independently and share their answers with a partner.
- T has Ss work in pairs, read the passage and check their answers in 1. Then check Ss’ answers as a class.
Ss work in pairs
- T has Ss work individually to fill the blanks without reading the passage again. Have them compare their answers in pairs. Ss read the passage again to confirm their answers. Afterwards, check Ss’ answers as 
a class.
- T can explain that to form adjectives, we can add suffi xes –ful or –less to a noun or a verb. Ask Ss to work in pairs to form words with the ending –ful or -less. Ask Ss to swap pairs to check their answers, then check their answer as a class. Ask Ss to add some words that are formed in this way if time allows. 
- T asks Ss to work in pairs to write a sentence about the topic of space for each word. Afterwards, have some Ss read out loud their sentences 
1. Use the names of the planets in the box to label the diagram of the solar system.
2. Now scan the passage and check your answers.
Key: 
A. Mercury B. Venus C. Mars 
D. Jupiter E. Saturn F. Neptune
3. Write the names of the planets that match the Roman Gods.
Key: 
1. Neptune 
2. Saturn 
3. Mars 
4. Jupiter 
5. Venus
4a. Add suffixes -fulor -lessto the words in the box. Note that some words can use either suffix.
Suggested answers: 
 weightless waterless resourceful/ resourceless airless beautiful wonderful
b. Now use the topic of space to make a sentence for each new word. Compare your sentences with a partner.
Example:
– Earth looks beautiful from space.
– Venus is a dry and waterless planet
3. Practice (12’)	
a, Aims: Ss know how to stress in words ending in -ful and -less. 
b, Contents: 
+ Ss work individually to study the stress in words ending in -ful and -less.
+ Ss work individually to put the stress in the correct place in the words. Then listen and check.
+ Ss work individually to read the sentences and mark the stressed syllable on the words in italics. Then listen and repeat.
c, Outcome: Ss can know how to stress in words ending in -ful and -less and do pronunciation exercises correctly.
d, Organization:
- T asks Ss to read the tables in books and T explains 
- T explains to Ss that when we add suffixes 
-ful or –less to a word, the stress of the word remains unchanged. 
T plays the recording and ask Ss to listen and stress the words. Checks Ss’ answers as a class.
-First, have Ss work individually to mark the stress in each word. Then ask Ss to compare their answers with a partner. 
Ss practice reading the sentences. 
-Play the recording and ask Ss to listen, check their answers and repeat the sentences. 
Stress in words ending in –ful and -less.
When we add –ful or -less to nouns or verbs to form adjectives, the stress of the words remain unchanged. 
Example:
'water →'waterless
'hope →'hopeless/ 'hopeful
for'get →for'getful
5. Put the stress in the correct place in the words. Then listen and check.
Key:
'thoughtless 'meaningful 'helpless
'meaningless 'helpful 'thoughtful
'useless 'plentiful 'useful
6. Read the following sentences and mark the stressed syllable on the words in italics. Then listen and repeat.
Key: 
1. Her speech on the environment was 'meaningful. 
2. My teacher is so 'helpful when we don’t understand something. 
3. I was 'helpless to stop the dog biting me. 
4. This dictionary is so 'useful.
5. There is 'plentiful water for life on Earth.
4. Application (5’)
a, Aims: Ss can review vocabulary and pronunciation they have studied in the lesson.
b, Contents: Ss work individually to do the exercise.
c, Outcome: Ss can do the exercise correctly.
d, Organization:
T asks Ss to do the task individually.
Ss do it.
T observes and remarks
Do the following tasks. 
1. The man doesn’t take care. He is .. (care)
2. The picture has many colour. It is very .. (colour)
3. He doesn’t have any friends. He is .. (friend)
4. Which one is stressed differently?
A. weightless 
B. beautiful 
C. emotionless 
3. Guides for homework (2’)
- Practice vocabulary and pronunciation again.
- Do EX A1, A3 (P.43) in the workbook.
- Prepare: A closer look 2
- Prepare: form and usage of May, Might
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Week 32 - Period 96
Date of planning: ./ ../2021
Date of teaching: ./ ../2021
UNIT 12: LIFE ON OTHER PLANETS
Lesson 3: A Closer Look 2
A. Objectives 
1. Knowledge: By the end of the lesson, SS will be able to use may/ might correctly. They will be able to write reported speech with questions. 
- Grammar: - May/ might; reported speech (questions)
- Vocabulary: vocabulary related to life on earth and other planets.
2. Competence: Teamwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence.	
3. Behavior: Ss will be more responsible for and be more aware of protecting and discovering about life on other planets.
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
Contents
1. Warm up (5’)
a, Aims: To help Ss to pay attention in the lesson.
b, Contents: Ss work individually to study the Remember box.
c, Outcome: Ss can review the grammar of May and Might.
d, Organization:
- Draw Ss’ attention to the REMEMBER! box. Then ask some more able Ss to give examples.
GRAMMAR 
May and might: review
E.g.: He may/ might be in the office. 
S + may/ might + V
à Something is possible at present or in the future.
- May: increases the chance that something will happen.
- May: sometimes used in formal English (~ allowed)
E.g.: Lectures may use projectors if they wish. 
2. Presentation (6’)
a, Aims: Ss can practice doing exercises using May, Might.
b, Contents: Ss work individually to use may/ might to fill each of the blank.
c, Outcome: Ss can do exercises of May and Might correctly.
d, Organization:
- T asks Ss to work individually to fill the gaps. Have them compare the answers with a partner and explain their answers.
- Ss to work individually to fill the gaps, compare the answers with a partner and explain their answers
- T checks the answers as a class and ask for Ss’ explanations. 
- Note that in relation to points 1 and 2 in the REMEMBER! box, may and might are both equally correct in this activity. Ss must only distinguish between these and point 3 in the box: mayfor permission.
1. Use may/ mightto fill each of the blank.
Key:
1. may/ might 
2. may/ might 
3. may/ might 
4. may 
5. may/ might 
6. may 
7. may/ might 
8.may
Practice (27’)
a, Aims: Ss can know how to use and practice doing exercises using reported speech: questions.
B, Contents: 
+ Ss work individually to study the use of reported speech: questions.
+ Ss work in pairs to read the interview between a reporter and Nick, and finish the following sentences.
+ Ss work individually to circle the correct word in italics to complete each sentence.
+ Ss work individually to rewrite as reported questions.
C, Outcome: Ss can know how to use and do exercises using reported speech: questions correctly.
d, Organization:
- Ask Ss about the rules of changing statements from direct into reported speech that they learn in the previous unit. Tell them that in this lesson they are going to learn about reported questions.
Ask Ss to read again the conversation between Duong and Nhi in GETTING STARTED to find the question in reported speech. Then have a student read aloud the reported question and write it on the board. Get a student to come to the board to rewrite the question in direct speech. Correct it if necessary.
Ask Ss to look carefully at the two questions (one is reported and one is direct) to compare them in terms of the verb tense, order of verb and auxiliary. Then ask them what verb is used as the reporting verb. Have some Ss answer, give feedback or correction if necessary.
- Write the question that Nhi asked Duong in GETTING STARTED: could Earth ever be in that kind of danger? On the board. Ask a volunteer to come to the board to write that question in reported speech. If the S can write the reported question correctly, ask all other Ss to look at it and the direct question to compare them in terms of verb tense, order of verb and the connection between the reporting verb and the question part. If the S does not write the reported question correctly, ask the whole class to give comments and correct it.
- Now draw Ss’ attention to the language box on reported questions, ask them to read the box carefully.
T has Ss work in pairs and do the exercise. Ask some Ss to read out their answer, and correct the answers as a class. 
Ss work in pairs and do the exercise
T lets Ss work individually and check their answers with a classmate. Then check the answers as a class.
Ss work individually and check their answers with a classmate
T asks Ss to work individually to write questions in reported speech. 
Ss to work individually
- Have one student write the answers on the board and get feedback from other Ss. 
- Afterwards, check the answers as a class. For a class which needs more support, have Ss write the first two reported questions and correct these carefully with the whole class. Have Ss explain the changes they have made. 
- Have them do the rest for homework. 
Reported speech: questions
We use the verb ask when reporting questions. In reported questions we use the statement word order and the question mark is omitted.
- Trang asked me what I thought would happen to Earth in the future. 
à Trang asked me “What you think will happen in the future?”
* Wh – questions
S1 + asked (O) + questions words + S2 + V – one tense back.
* Yes/ No questions
S1 + asked (O) + if/ whether S2 + V – one tense back 
2. Nick claimed that he had seen a UFO. Read the interview between a reporter and Nick, and finish the following sentences.
Key: 
1. what 2. had seen; had landed 
3. what 4. had been going 
5. had looked 
6. had been; had looked like 
7. had seen 8.had hidden
3. Circle the correct word in italics to complete each sentence. 
Key: 
1. ask 2. if 
3. before 4. different
4. Read other questions by the interviewer. Rewrite them as reported questions.
Key: 
1. The interviewer asked if he went for a walk every day.
2. He asked how Nick had felt when he had seen the alien.
3. He asked what the alien had looked like.
4. He asked why Nick hadn’t taken a photo of the alien.
5. The interviewer asked how long the UFO had stayed there.
6. The interviewer asked if Nick had seen any UFOs since then.
Application (5’)
a, Aims: Ss can interact to each other.
B, Contents: Ss work in groups to ask and answer questions about what Nick saw. Then report the friends’ questions and Nick’s answers to the whole class.
C, Outcome: Ss interact to each other and do the task correctly.
d, Organization:
- T makes a model with a more able S.
 - Have Ss work in groups of three for 5 to 10 minutes. 
- T goes around to see if Ss need help. Then ask the student who plays Nick’s role to report orally the questions he was asked. Get another student in the group to report what Nick answered. 
- Ask the whole class to listen carefully and give feedback. Correct this group’s work if necessary. Ask other groups to do the same if there is enough time.
 5. Work in groups of three. One is Nick and the others are Nick’s friends. Ask and answer questions about what Nick saw. Then report the friends’ questions and Nick’s answers to the whole class.
T: What exactly did you see?
N: I saw a UFO. 
à report:
T asked Nick what exactly he had seen. He answered he had seen a UFO. 
3. Guides for homework (2’)
- Retell the contents of the lesson
- Review May, Might and reported speech: questions.
- Do ex B4, B5, B7 (P.45 – 46) in the workbook.
- Prepare: Communication: discussions on whether they believe in the existence of other life forms in the galaxy.