Giáo án Tiếng Anh Lớp 8 - Unit 12: Life on other planets - Lesson 4: Communication - Năm học 2020-2021

Week 33 - Period 97
Date of planning: ./ ../2021
Date of teaching: ./ ../2021
UNIT 12: LIFE ON OTHER PLANETS
Lesson 4: Communication
A. Objectives 
1. Knowledge: By the end of the lesson Ss will be able to predicting what other life forms might be like, share their own views about the possibility of other life forms and use reported speech exactly
- Vocabulary: Extra vocabulary related to the topic life on other planets.
- Grammar: Review: reported speech
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: Make sentences with May, Might and reported speech: questions (3’)
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 answer the teacher’s question individually.
c, Outcome: Ss can answer the questions correctly.
d, Organization:
T asks Ss:
Which planet would they like to go to if they had a chance? Why?
Ss answer the questions
T tells Ss that they will join a teenagers’ blog to read some discussions on whether they believe in the existence of other life forms in the galaxy.
*Chatting.
2. Presentation (7’)
a, Aims: Ss know more vocabularies related to the topic life on other planets.
b, Contents: 
+ Ss study some extra vocabularies related to the topic individually.
+ Ss work individually to read the comments they have posted on an online forum.
c, Outcome: Ss can know more vocabularies related to the topic.
d, Organization:
- T introduces some new words. 
Synonym
Synonym
Translation
- Check: What and Where. 
- Have Ss read the comments. Ask them to do the reading as fast as fast as possible and remember the ideas. Move around the class. Bring everyone together if there are ideas or words that need clarifying.
VOCABULARY 
- ap‘propriate (adj): phù hợp, thích hợp
- ‘powerful (adj): mạnh mẽ
- NASA (National Aeronautics and Space Administration): Cơ quan Hàng không và Vũ trụ Hoa Kỳ
1. Five teenagers are discussing the possibility of other life forms in our galaxy. Read the comments they have posted on an online forum.
3. Practice (20’)
a, Aims: Ss can talk their own views about the possibility of other life forms and use reported speech exactly.
b, Contents: 
+ Ss work in groups to decide if they agree or disagree with each of the opinions and ideas in 1. Say why or why not.
+ Ss work in pairs to imagine they are going into space. Decide together what they will take with them. They can add any item they think necessary and give reasons.
c, Outcome: Ss can talk their own views about the possibility of other life forms and use reported speech exactly.
d, Organization:
- Ask Ss to work in groups. Tell Ss that they can look at the blog and use the example to discuss the five ideas.
If Ss agree, ask them to add any details from their imagination about the planet. Elicit the reasons why there may be inhabitants there, what those inhabitants may look like, how they can communicate, how they can travel 
If Ss disagree, ask them to justify their choice.
- Put Ss in pairs. Make sure that Ss work with a new partner for a change. Ask to use the suggestions in the pictures and the example. Encourage them to add any items they may think necessary. Remind them to give a reason for each choice. Go around and help Ss. Note this is not meant to be serious; Ss can suggest silly or funny things as long as they justify them.
2. Work in groups to decide if you agree or disagree with each of the opinions and ideas in 1. Say why or why not.
Suggestions for disagreements:
- I disagree with Nhi because the inhabitants there may be able to live in high temperatures. They may have bodies which can resist heat. Or they may have a special machine to cool down the atmosphere of the place where they live.
- I disagree with Duc because the inhabitants there will be able to extract liquid from underground to survive. Their bodies may be adapted to the environment there. They may not need oxygen but hydrogen or nitrogen to breathe.
- I disagree with Anh. Any planet can be considered powerful. Any inhabitant is proud of his/ her own planet.
3a. Work in pairs. Imagine you are going into space. Decide together what you will take with you. You can add any item you think necessary. Remember to give reasons.
E.g.: 
A: I will wear a space suit because it may be very cold there and I won’t be able to breathe. 
B: I will bring hand washing gel to clean my hands.
4. Application (10’)
a, Aims: Ss can report your decisions to another pair or to the class.
b, Contents: Ss work individually to report their decisions to another pair or to the class.
c, Outcome: Ss can report their decisions fluently and reasonably.
d, Organization:
T asks Ss to report their decisions to the class or to another pair. Give feedback if necessary.
3b. Report your decisions to another pair or to the class.
3. Guides for homework (2’)
- Retell the contents of the lesson
- Prepare next lesson: Skills 1.
- Prepare: talk about what life may be like on other planets; Read for specific information about life on other planets
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Week 33 - Period 98
Date of planning: ./ ../2021
Date of teaching: ./ ../2021
UNIT 12: LIFE ON OTHER PLANETS
Lesson 5: Skills 1
A. Objectives 
1. Knowledge: By the end of the lesson, Ss will be able to know more about life on Mars. They will be able to talk about life on Earth and other planets.
- Vocabulary: Vocabulary related to the topic life on other planets.
- Grammar: reported speech
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 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, look at the pictures of the two planets and answer the questions. 
T asks them: 
- What else can you infer from the pictures?
Ss answer the questions
1a. Look at the pictures and discuss the questions.
- Picture A: Earth
Picture B: Mars 
- The difference is that there is life on Earth but there isn’t on Mars. 
2. Presentation (20’)
a, Aims: Read for specific information about life on other planets and do 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 do reading exercises correctly.
d, Organization:
- Give Ss two minutes to skim the passage and check their answers.
- Have Ss scan the passage to find the words in red and match them with the definitions. T can explain some difficult words/ phrases. 
- Ss should check the meanings of the words from the context. Then check their answers as a class.
- Tell Ss that to finish this part, they should underline key words in the headings. Next, ask Ss to skim the text again, using the key words in the headings to do 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 do this exercise as homework. Remember to check their answers in the next lesson.
1b. Read the text below and check your answers.
2. Find words in the passage that have similar meaning to these words or phrases.
Key:
1. poisonous	2. twice	
3. experiences 4. traces	
5. surface	6. climate	
7. accommodate
3. Match the headings with the paragraphs (1-3). There is one extra.
Key:
1. C	2. B	3. A
4. Read the text again and answers the questions.
Key: 
1. It is also called the Red Planet
2. The lowest temperature is -87 degrees Celsius and the highest may be a bit higher than zero.
3. Because 95% of the atmosphere is carbon dioxide.
4. A day on Mars is a bit longer.
5. It is twice as long as a year on Earth.
3. 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 carefully. Answer their questions if they have any. 
Ss work in pairs to ask and answer questions based on the suggested information in the table and the example. 
T sets a time limit of 5 to 10 minutes. When they finish, ask the student who plays the role of the human from one pair, and the student who plays the role of Martian from another pair to role-play in front of the whole class. Have them ask and answer questions about food and drink. Have another pair do the same, asking and answering about sleep and travel. Then have a third pair to finish with environment and problems. 
5. Work in pairs. One is a human and the other is a Martian. Use the suggestions below to ask and answer about life on Earth and life on Mars.
Example: 
- So what kind of food do you eat?
- Well, we eat things like rice, bread, cooked meat. And you?
4. 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.
d, Organization:
Ask the ‘humans’ and ‘Martians’ to from new pair. This time they use reported speech to report their previous partner’s answers. 
6. 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!
3. Guides for homework (2’)
- Retell the contents of the lesson
- Do C1, D1, D2 (P.47 – 48) in the workbook.
- Prepare next lesson: Skills 2 (Find the information about aliens and write to discribe a alien)
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Week 33 - Period 99
Date of planning: ./ ../2021
Date of teaching: ./ ../2021
UNIT 12: LIFE ON OTHER PLANETS
Lesson 6: Skills 2
A. Objectives 
1. 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
2. Competence: SS will develop some competences such as being determined, self-studying, creative and communicating. They will use language correctly.
3. Behavior: Students are hard-working and attentive. They know more 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 (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:
- 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.
2. 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 do listening exercises correctly.
d, Organization:
- Ask Ss to work in pairs to describe the pictures and answers the questions.
- Before Ss listen, ask them to read the information in the table carefully and try to predict the answers. Tell them that to do this they should highlight key words in the questions and decide the part of speech of the words they will need to fill in the blanks, then listen carefully to find the words from the recording. 
- Play the recording twice. Have two Ss write their answers on the board. Confirm the correct answers.
- Have Ss work individually to underline the key words in the statements. Ask Ss to do the exercise without listening to the recording first. Write their answers on the board without confirming the correct answers. Play the recording again for Ss to check. T may pause at the sentences that include the information Ss need for the answers.
1. Work in pairs. Describe the pictures and answer the questions.
- SS’ answer. 
2. Listen to Tom’s imagined description of what an alien from another planet may be like. Fill each blank with no more than three words .. 
Key:
1. Jupiter	 2. Much bigger	
3. More powerful	 4. Lots of hair
5. Thick skin 6. four eyes	
7. Happiness	 8. Fear
9. Energy	 10. rocks
3. Listen again and tick (√) true (T), false (F) or not given (NG).
Key:
1. F	2. NG	3. T	
4. F	5. F	6. F
3. 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.
+ 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 ideas and write their notes. Move around and help Ss if necessary. Ask Ss to refer back to the speaking in 5, SKILLS 1 and listening in 2 and 3, SKILLS 2 for useful language and ideas.
While – writing 
- Now have Ss work individually to write descriptions of their alien. Give Ss a time limit for this. For a class which needs more support, make copies of the audio script and give each student one. The script can act as a writing model, but make it clear that Ss should change the content to match their own ideas.
Post – writing 
Ss swap their writing with a partner. They comment one each other’s work. Ss revise and edit their writing in class if time allows, or else as homework.
4. Work in pairs. Imagine what an alien may be like. Use your imagination to fill in the web below.
5. Now use the notes to write a description of your alien.
Suggested writing
I sometimes dream about meeting an alien from Mars. He looks very strange. He has big eyes and he is a little bigger 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 do everything to protect his planet. 
6. Swap your work with your partner. How different is your description from your partner’s.
4. 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
3. Guides for homework (1’)
- Retell the contents of the lesson
- Complete their writing.
- Prepare next lesson: Review 4 (P1)