Giáo án tiếng Anh lớp 8 Tuần 24 sách mới

Teacher’s activities

Ss’ activities

Contents

Warm – up.( 5’)

- T asks Ss to tell about Australia.

Pre-listening(10’)

Pre-teac vocab:

Set the scene:

Wanaka - New Zealand

A tour guide is talking about the schedule for a day trip to Wanaka, a town in the far south of New Zealand.

Ask Ss to look at the pictures and read the introduction to the listening. Ask them what features from the pictures they are interested in. and what they think Wanaka is like.

While-listening (15’)

1. Listen and fill in the time for the schedule of events.

Ask Ss to read the questions. T then plays the recording and Ss write the answers. T can play the recording at least twice. Elicit the answers from Ss and write the correct on the board.

2. Listen again and choose the right answer A, B, or C.

Give 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- hologram” (three - dimensional image). Ss then listen to the recording again, as many times as needed if time allow, and choose the correct answers.

T checks the answers as a class.

Post-listening (12’)

Writing

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.

Ask Ss to work in groups of three or four. Read the activities and decide on the four activities they would like to do together in their two – day visit to Washington D.C.

b Schedule your visit.

Once they have made their decision, allow them time to schedule their visit and fill in the schedule table.

4. Write a passage describing the schedule for your visit. You can start with:

Have each group write a description of their visit. The description should include: the name of the activity, the time they do it, and what it involves. If possible, give each group a big piece of paper to write their answers. Ask the two quickest groups to present their answers. Other groups and T give comments. Give marks to the groups. Other groups complete their writing as homework and bring it back in the next lesson.

Homework(3’):

Prepare for unit 8 lesson 7

+whole class.

+whole class.

+whole class.

Ss work individually

Ss work in pairs

Ss work in groups of three or four.

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 fill in the schedule:

Ss work in groups

Warm – up.( 5’): Review

*Vocabulary related to Wanaka - New Zealand

Key:

1. 9.30 2. 12. 30

3. 4.00 4. 4.15

Key:

1. B 2. C 3. C 4. B 5. A

“ illusion” ( something that appears to be there but is not)

“ 3- hologram” (three - dimensional image).

*Vocabulary related to Washington D.C.

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-off trolley, 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.

Teacher’s activities

Ss’ activities

Contents

Warm – up.( 5’)Lucky number

- T explains the rule.

- T gives the explanation and ss say the word.

- Ss play in 2 big groups.

Presentation(17’)

Pre-teach vocab:

1. Match the words with the definitions.

Ss complete this exercise independently. Check their answers as a class.

2. Choose the best answer A, B, or C to complete the sentences.

They can then double check with their partner. Confirm the correct answers.

Practice (15’)

3. Decide if the sentences have a present meaning (P) or a future meaning (F).

Check as a class

4. Complete the sentences with the appropriate present tense of the verbs in brackets.

Ask Ss to read the sentences carefully and look for clues that help them decide which tense should be used for each blank. Ask two Ss to write their answers on the board. Confirm the correct answers.

Further practice (12’)

Communication

Check your knowledge!

5. Work in groups. Discuss if the statements are correct.

They discuss the statements and decide if they are true. If they are true. If they are not, find the true answer. Check as a class.

Finished!

Ask Ss to complete the self-assessment. Discuss as a class what difficulties remain and what areas Ss have mastered.

PROJECT

Explore us!

This project aims to encourage Ss to do more research about the capitals in English speaking countries, to explore them and find out as much as possible about their culture, they historic and natural beauty… This means they can research whatever they are interested in and think can attract people.

Divide Ss into groups of four or five and instruct them on what they have to do. Encourage them to think creatively and daringly. Tell them to keep in mind who this poster is for.

Have Ss present their poster in the next lesson. When all groups have given their presentations, the whole class can vote for the best.

Homework(3’):

Prepare for unit 9 lesson 1

Group work.

+whole class.

Ss work individually

Ss work individually.

Ss complete this task independently or in pairs.

Ss complete the exercise independently and then exchange their answers.

Ss work in groups

Ss work individually

Work in groups

Warm – up.( 5’):

*Vocabulary:

- lock: a Scottish for “lake”

- Kilt: a male skirt which is often worn on special occasions.

- Puzzling: confusing or questionable.

- castle:

- legend:

- accent:

Key:

1. c 2. e 3. f 4. b 5. d 6. a

Key:

1.C 2. A 3. C

4. B 5. B 6.A

Key:

1. F 2. F 3. P 4. P 5. F

Key:

1. faces 2. doesn’t set

3. has won 4. has done

5. is 6. are trying

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.

Background knowledge of English speaking countries.

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.

- the design for your poster.

Teacher’s activities

Ss’ activities

Contents

Warm – up.( 5’)

- T helps Ss review the previous unit by asking them to take part in a quick game. - T divides the class into two teams. Using a soft ball or rolled up ball of paper, have a student in Team A throw the ball to the other team, calling out an English speaking country, e.g., England. Whoever catches the ball must think of a thing or a place that country is famous for e.g., Big Ben, London, Liverpool, afternoon tea. The Beatles, etc. Continue with other countries until the time is up.

Presentation(10’)

Pre-teach vocab:

Set the scene:

1. Ask Ss to look at the title of the conversation and the picture. Ask them some questions:

Write the unit title on the board ‘Natural Disasters’.

Elicit any information Ss know about natural disasters by asking about natural disasters that have happened where they love or anywhere else in the world that they know of.

What was the natural disaster?

When did it happen?

Was there any damage to people or property?

Practice (20’)

1a. Read the conversation again and fill in the gaps with no more than three words.

Ask Ss to read each sentence and locate the information in the conversation, then choose suitable words/ phrases to fill each blank.

b. Responding to news

T model an exchange with a student by giving some bad news, ‘My cat died.’ and eliciting ‘That’s terrible!’ from the student. Focus on intonation, stressing the first syllable of ‘terrible’. Do the same with other Ss around the class. Encourage Ss to have fun exaggerating their intonation as they reply to T. Tell Ss to refer back to the conversation to find the other phrases. (Play the recording a model if necessary)

2a Write the responses into the corrects columns. Then listen, check and repeat.

First, have Ss work independently. Then allow them to share answers before playing the recording for them ti check. Play the recording for Ss to repeat the phrases. Remind Ss to play attention to their intonation as they practice.

b. Match the sentences (1-6) to the responses (a-f). Then practise the exchanges with a partner.

First, have Ss work independently. Then allow them to share answers before T gives comments. Point out that some of the responses could fit more than one statement. If Ss can justify their choice, then accept it. Ask Ss to work in pairs, practicing the exchanges with good intonation. T goes around the class to provide help.

3. Match the natural disasters with the pictures. Then listen, check your answers and repeat. Can you add more?

First, have Ss work in pairs to match the words/ phrases to the pictures. Then allow them to share answers with another pair before playing the recording for them to check. Play the recording for Ss to repeat the words/ phrases.

Further practice (7’)

4. Work in pairs. Ask and answer questions about common natural disasters in some areas in Viet Nam.

Ask Ss which of these natural disasters can happen in Viet Nam. Then model this activity with a more able student. Next ask Ss to work in pairs. Go around to provide help. Call on some pairs to practice in front of the class.

Homework(3’):

Prepare for unit 9 lesson 2

Team work

Whole class

Work individually

Ss work independently. Then share answers before discussing as a class.

In pairs, Ss practice saying the phrases with correct intonation.

Ss work independently.

Ss work independently. Then share answers before T gives comments.

Ss work in pairs to match the words/ phrases to the pictures.

Work in pairs

Warm – up.( 5’): Game

*Vocabulary:

Vocabularies related to

“ Natural disasters”

- volcano (n)

- tornado (n)

- flood (n)

- forest fire (n)

- earthquake (n)

- tsunami (n)

- mudslide (n)

- drought (n)

- debris (n)

- trap (v)

Key:

1. tropical storm

2. Injured

3.damage

4. trapped

5. medical supplies

6.temporary accommodation

Responding to good news- bad news

Wow!

Oh dear!

That’s great!

That’s awful!

That’s a relief!

How terrible!

How wonderful!

Oh no!

That’s shocking!

Key:

1. b 2. d 3. f 4. c 5. a 6.e

Key:

1. C 2. D 3. F 4. B

5. G 6.A 7. H 8. E