Giáo án Tiếng Anh Lớp 8 - Unit 8: English speaking countries - Lesson 6: Skills 2 - Năm học 2020-2021

Giáo án Tiếng Anh Lớp 8 - Unit 8: English speaking countries - Lesson 6: Skills 2 - Năm học 2020-2021

A. Objectives

1. Knowledge: By the end of the lesson, SS will be able to listen for specific information about a day trip to an amazing town and write a description of a schedule for a visit or a tour.

- Vocabulary: lexical items related to English speaking countries.

- Grammar: Present tenses.

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 studying English. B. Teaching aids:

1. Teacher: Textbooks, teaching plan, teacher’s book

2. Students: Textbooks, notebooks

C. Procedures:

1. Checking: During the lesson.

 

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Week 23 - Period 67
Date of planning: ./ ./2021
Date of teaching: ./ ./2021
UNIT 8: ENGLISH SPEAKING COUNTRIES
Lesson 6: Skills 2
A. Objectives 
1. Knowledge: By the end of the lesson, SS will be able to listen for specific information about a day trip to an amazing town and write a description of a schedule for a visit or a tour. 
- Vocabulary: lexical items related to English speaking countries.
- Grammar: Present tenses.
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 studying English. 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 (5’)
a, Aims: To attract Ss’ attention to the lesson and lead to the lesson.
b, Contents: Ss look at the pictures and answer the questions.
c, Outcome: Ss can answer the questions about New Zealand correctly.
d, Organization:
- T uses pictures to introduce the New Zealand. Then read the introduction to the listening. Ask them what features from the pictures they are interested in, and what they think Wanaka is like.
- Ss watch about New Zealand. And answer the questions
2. Presentation (10’)
a, Aims: Ss can listen to get specific information about a day trip to an amazing town.
b, Contents: 
+ Listen and fill in the time for the schedule of events.
+ Listen again and choose the right answer A, B, or C.
c, Outcome: Ss can fill in the blank and choose the best answer correctly.
d, Organization:
- T asks students to read the questions. 
- T then plays the recording.
- Ss listen and write the answers. 
T can play the recording at least twice. 
T elicits the answers from Ss and write the correct answers on the board.
T gives Ss some time to read the events. Check if they know the meaning of the words ‘illusion’ (something that appears to be there but is not) and ‘3-D hologram’ (three-dimensional image). 
Ss then listen to the recording again, as many times as needed if time allows, and choose the correct answers. 
T checks the answers as a class.
1. Listen and fill in the time for the schedule of events.
Key:
1. 9.30 2. 12.30 
3. 4.00 4. 4.15
2. Listen again and choose the right answer A, B, or C.
Key: 
1. B 2. C 3. C 
4. B 5. A
3. Practice (23’)
a, Aims: Ss can write a description of a schedule for a visit or a tour.
b, Contents: 
+ Choose four activities from the list that you would like to do in a two-day visit to Washington D.C, the capital of the USA. Then Schedule your visit.
+ Write a passage describing the schedule for your visit. 
c, Outcome: Ss can schedule their visit and write a passage describing the schedule for their visit.
d, Organization:
- T asks Ss read the activities and decide on the four activities they would like to do together in their two-day visit to Washington D.C.
- Ss work individually.
- T allows them time to schedule their visit and fill in the schedule table.
- Ss fill in the schedule table.
- T has Ss write a description of their visit. The description should include: the name of the activity, the time they do it, and what it involves. 
- Ss write the passage
- T corrects and gives marks. 
3a. Choose four activities from the list that you would like to do in a two-day visit to Washington D.C, the capital of the USA.
b. Schedule your visit.
4. Write a passage describing the schedule for your visit. 
Sample writing: 
This is the schedule for our group’s two-day visit to Washington D.C. On the first day we plan to go to the White House early at 8 o’clock. This way, we avoid the crowds. Then we get on a Hop-on Hop-offtrolley, which rides around the city. We do some shopping and go for a nice lunch. Then we see some of the sights of the city. On the second day, we take the 8.30 shuttle bus to the canoe club to join a canoe trip along the C&O canal. This canal is famous for its beautiful scenery, especially in autumn. The trip takes about three hours. In the afternoon, we visit the National Children’s Museum. The brochure says that this museum offers children a lot of fun activities where they can learn through playing. 
4. Application (5’)
a, Aims: Ss can know well about New Zealand.
b, Contents: Ss work in groups to give the information about New Zealand.
c, Outcome: Ss can give much information about New Zealand.
d, Organization:
+ Group work
- Divide the class into two teams
- Give the information about New Zealand.
- Each team answer the question which the teacher gives.
- Each right sentence gets a mark.
- The team with the highest marks wins.
3. Guides for homework (2’)
- Retell the way to describe a trip: the name of the activity, the time they do it, and what it involves. 
- Complete their writing.
- Prepare next lesson: Looking back - Project.
-------------------------------------------------------------------------------------------
Week 23 - Period 68
Date of planning: ./ ../2021
Date of teaching: ./ ../2021
UNIT 8: ENGLISH SPEAKING COUNTRIES
Lesson 7: Looking back and Project 
A. Objectives 
1. Knowledge: By the end of the lesson, SS will be able to review all knowledge and structures they learnt in this unit.
- Vocabulary: Related to the topic. 
- Grammar: Present tenses, present simple for future
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 studying English. 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 (5’)
a, Aims: To attract Ss’ attention to the lesson and lead to the lesson.
b, Contents: Ss discuss if the statements are correct.
c, Outcome: Ss can find the true statements and correct the false statement.
d, Organization:
- T uses part communication to warm up.
- Ss work in groups. They discuss the statements and decide if they are true. If they are not, find the true answer. 
T corrects
Check your knowledge
* Discuss if the statements are correct.
Key:
1.Scottish men wear kilts.
2. The USA has the biggest population.
3. California is a state in the USA.
4.They live in Australia.
5. English and French.
2. Practice (23’)
a, Aims: Ss can review some words they have learnt and use present simple for the future to do exercises.
b, Contents: 
+ Match the words with the definitions 
+ Choose the best answer A, B, or C to complete the sentences
+ Decide if the sentences have a present meaning (P) or a future meaning (F)
+ Complete the sentences with the appropriate present tense of the verbs in brackets.
c, Outcome: Ss can do the vocabulary and grammar exercises correctly.
d, Organization:
- T asks Ss complete this exercise independently. 
- Ss complete this exercise independently
- T corrects their answers as a class.
- T asks Ss complete this exercise independently.
- Ss work individually. They can then double check with their partner.
- T confirms the correct answers.
- T asks to Ss complete this exercise independently. 
- Ss complete this exercise independently
T check as a class.
- T asks Ss to read the sentences carefully and look for clues that help them decide which tense should be used for each blank. 
- Ss complete the exercise independently and then exchange their answers. 
- T asks Ss to write their answers on the board. Confirm the correct answers.
1. Match the words with the definitions.
Key:
1. c 2. e 3. f 4. b 5. d 6. a
2. Choose the best answer A, B, or C to complete the sentences.
Key:
1. C 2. A 3. C 4. B 5. B 6. A
3. Decide if the sentences have a present meaning (P) or a future meaning (F).
Key: 
1. F 2. F 3. P 4. P 5. F
4. Complete the sentences with the appropriate present tense of the verbs in brackets.
Key:
1. faces 2. doesn’t set 
3. has won 4. has done 
5. is 6. are trying
3.Application (15’)
Project: Explore us!
a, Aims: Ss can design a poster about interesting capital cities.
b, Contents: Ss work in groups to design a poster about interesting capital cities.
c, Outcome: Ss can design their posters creatively and present their poster confidently.
d, Organization:
T suggests the design for your poster.
- Divide Ss into 4 groups. Encourage them to think creatively and daringly. Tell them to keep in mind who this poster is for. These can help decide:
+ which attractions you would include in your poster.
+ what information about the attraction you would introduce.
+ which picture you would use for your poster.
- Have Ss present their poster in the next lesson. When all the groups have given their presentations, the whole class can vote for the best.
*Project.
Explore us!
3. Guides for homework (2’)
- Complete the project.
- Prepare: Unit 9 – Getting started.
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Week 23 - Period 69
Date of planning: ./ ../2021
Date of teaching: ./ ../2021
UNIT 9: NATURAL DISASTERS
Lesson 1: Getting started
A. Objectives 
1. Knowledge: By the end of the lesson, SS will be able to get some information about natural disasters and know some expressions to response to the good and bad news. They will be able to do the tasks well. 
- Vocabulary: lexical items related to the topic “Natural disasters”
- Grammar: the past perfect tense, passive voice.
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 the environment and prevent from natural disaster.
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 (3’)
a, Aims: To attract Ss’ attention to the lesson and to lead in the new lesson.
B, Contents: Ss talk about natural disasters in Viet Nam individually.
C, Outcome: Ss can talk about many natural disasters in Viet Nam fluently. 
D, Organization:
Ss have a small talk about natural disasters in Viet Nam.
 2. Presentation (23’)
a, Aims: Help students listen, read and do some exercises about the conversation.
b, Contents: 
+ Ss study some vocabularies related to the topic. Then listen and read the conversation.
+ Ss work individually to fill in the blank.
+ Ss write the responses into the correct columns. Then listen, check and repeat.
+ Ss work in pairs to match number to the letter.
c, Outcome: Ss can know some new words related to the topic and do some exercises related to the conversation well. 
d, Organization:
- T: Ask some questions about picture.
+ What are Duong and Nick talking about?
- Ss: Answer the questions
- T: Play the recording.
- Ss: Listen to the tape (twice) and then check the guessing. 
- T: Give some new words
- Ss: Read in chorus and individually
And copy all the words.
- T asks the Ss to read the conversation again and do exercise individually. Ss do it.
- T asks them to compare their answers with their friends. Ss do it.
- T asks them to read the answers. Some Ss read, the others give comments.
- T checks and corrects. - Ss take notes.
- T introduces
- T asks the Ss to do exercise 2a.
- Ss do it in pairs.
- T asks them to compare their answers with their friends. Ss do it.
- T asks them to read the answers.
Some Ss read, the others give comments.
- T checks and corrects. Ss take notes.
- T asks the Ss to do 2b in groups of 4.
- Ss do it in groups of 4.
- T asks them to compare their answers with their friends. Ss do it.
- T asks them to read the answers. Some Ss read, the others give comments.
- T checks and corrects. Ss take notes.
I-Listen and read 
Typhoon: bão
Tropical storm: bão nhiệt đới
Injured: bị thương
Debris: mảnh vụn
Rescue workers: nhân viên cứu hộ
Temporary accommodation: chỗ ở tạm
a. Fill in the blank.
 1. tropical storm 
2.injured
3. damage 
4.trapped
5.medical supplies
6. temporary accommodation
b. Responding to news
1.Oh no!
2.That's a relief!
3.That's awful!
2a. Write the responses into the correct columns. Then listen, check and repeat.
Responding to good news
Responding to bad news
Wow!
Oh dear!
That’s great!
That’s awful!
That’s a relief!
How terrible!
How wonderful!
Oh no!
That’s awesome!
That’s shocking!
2b. Match number to the letter.
1-b, 2-d, 3-f, 4-c, 5-a, 6-e
3. Practice (7’)
a, Aims: use the words related to the topic “natural disasters”.
b, Contents: Ss work individually to match the words with the pictures
c, Outcome: Ss can do matching exercise well. 
d, Organization:
- T asks the Ss to look at the pictures and do task 3 individually. Ss do it.
- T asks them to compare their answers with their friends. Ss do it.
- T asks some Ss to read their answers.
Some Ss read, the others give the comment.
- T checks and corrects.
3. Match the words to the pictures
1-c, 2-d, 3-f,4-b,5-g, 6-a,7-h,8-e
4. Application (10’)
a, Aims: Ss talk about natural disasters in Viet Nam.
b, Contents: Ss work in pairs to Ss talk about natural disasters in Viet Nam.
c, Outcome: Ss can Ss talk about natural disasters in Viet Nam well and fluently.
d, Organization:
- T asks the Ss to work in pairs to talk about natural disasters in Viet Nam.
- Ss do it.
- T asks some pairs to practice in front of the class.
- Ss do it.
4. Work in pair.
Example:
A: Which are the most common natural disasters in Thanh Hoa?
B: Typhoons and floods.
A: How often do they happen there?
B: Typhoons happen there about three or four times a year, and floods about twice a year.
3. Guides for homework (2’)
- Talk about some natural disasters.
- Learn new words/ workbook: B1, 2, 3
- Prepare: A closer look 1

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