Giáo án tiếng Anh lớp 8 Tuần 25 sách mới

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Giáo án tiếng Anh lớp 8 chương trình mới Tuần 25

Giáo án Tiếng Anh 8 mới Tuần 25 dưới đây nằm trong tài liệu Giáo án môn Tiếng Anh 8 theo tuần do VnDoc.com sưu tầm và đăng tải. Nội dung giáo án được trình bày đầy đủ mục tiêu, trình tự giảng dạy chi tiết xuyên suốt tiết học giúp giáo viên dễ dàng truyền tải bài giảng đến các em học sinh.

Period: 70 Date of planning: ……/……/……

Date of teaching: ……/……/……

UNIT 9: NATURAL DISASTER

Lesson 2: A closer look 1

I. Objectives:

1. Knowledge: By the end of the lesson, students will be able to :

- Practice the vocabulary and pronunciation of the unit 9.

2. Skills:Listening, speaking

3. Attitude:Ss must have good attitude towards facing natural disaster

4. Competencies:Coping with disasters

II. Main languages:

1. Vocabulary: erupt (v), strike (v), rage (n/v), collapse (v), shake (v), scatter (v),

evacuate (v), put out (v)

2. Grammar:

3. Pronunciation:- Stress in words ending in –logy and –graphy.

III. Teaching aid: lesson plan , visual pictures

IV. Procedures

Teacher’s activities

Ss’ activities

Contents

Warm – up.( 5’)

Ask sts to tell about some natural disasters they’ve experienced.

Pre-listening(10’)

Pre-teach vocab:

 

 

 

 

 

 

 

 

 

 

While-listening (20’)

1. Fill in each blank with a suitable verb in the correct from from the box below. Then listen, check and repeat.

Write the first verb erupt on the board and elicits the past tense from Ss, writing erupted on the board. Do the same with all the verbs. T may ask for a translation of the verbs to check their understanding. Leaving them on the board as a reference. Play the recording for Ss to repeat the sentences. With a stronger class, T may wish to ask Ss to make some more examples with the verbs in the box.Finish all the exercises

Audio script:

1. Yesterday, a terrible storm struck the rural area of Ha Giang Province.

2. Villagers rushed into public shelters as soon as the volcano erupted.

3. Hundreds of buildings were completely destroyed when the earthquake shook the city.

4. The mudslide buried the whole village while people were still sleeping in their houses.

5. The forest fire raged for eight hours and some animals were badly injured or killed.

6. We managed to run out of the house into the street before the walls collapsed.

2. Match the verbs in column A to the nouns in column B. Then listen, check and repeat.

T may ask for translation of some phrases to check their understanding. Play the recording for Ss to repeat the phrases.

Audio script: 1. scatter debris

2. take shelter 3. evacuate the village

4. provide aid 5. Put out the forest fire

3. Now use the phrases in 2 in the correct from to complete the sentences.

Have some Ss read out their answers before checking with the whole class. Confirm the correct answers.

Post-listening(7’)

Pronunciation

Stress in words ending in -logy and -graphy

4. Listen and repeat these words. Pay attention to the stressed syllables.

Play the recording and ask Ss to listen and repeat the words, playing attention to the stressed syllables of each word. T may play the recording as many times as necessary. Explain the rule in the REMEMBER! Box and ask some Ss to give some words ending in -logy and -graphy.

5. Listen and mark the stress on the correct syllable in the words below. Pay attention to

-logy and -graphy.

Ask Ss to work in pairs to practice saying the words and mark the stress on the correct syllable in each word. Then T plays the recording. Ss listen and check. T may pause after each word and ask them to repeat chorally. Correct their pronunciation if necessary.

6. Read the following sentences and mark (‘) the stressed syllable in the underlined words. Then listen and repeat the sentences.

Ask Ss to work in pairs to mark the stress in the words and practice saying the sentences. Call some Ss to give the answers and say the sentences in front of the class. Then ask Ss to listen while T plays the recording. T may pause after each sentences and ask them to repeat chorally. Correct their pronunciation. If there is not enough time, after Ss mark the stress, play the recording for them, then check their answers and repeat the sentences.

Homework(3’):

Prepare for unit 9 lesson 3

 

Whole class

 

 

 

Whole class

 

 

 

 

 

 

 

 

 

 

 

Ss work independently to do the activity. Then share their answers with one or more partners.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

First, Ss work independently. Then, share their answers with one or more partners.

 

 

 

 

 

 

 

 

 

Ss complete the sentences individually, using the phrases in 2.

 

 

 

 

 

 

Words ending in -logy and -graphy

REMEMBER

For the words ending in – logy and – graphy, place the stress on the third syllable from the end.

soci’ology clima’tology

zo’ology as’trology

bibli’ography de’mography

Ss listen and repeat

 

 

 

 

Work in pairs

 

 

 

 

 

 

 

 

 

 

 

Ss work in pairs

Warm – up.( 5’): Review

 

 

*Vocabulary:

erupt(v)

strike(v)

rage(n/v) collapse(v) shake(v) scatter(v) evacuate(v)

put out (v)

bury (v)

rush into(v)

debris (n)

shelter (n)

Key:

1. struck 2. erupted 3. shook 4. buried 5. raged 6. Collapsed

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Key: 1. b 2. d 3. a 4. e 5. C

 

 

 

 

 

 

 

 

 

 

Key:

1. Provide aid 2. Put out the forest fire 3. Took shelter 4. Scattered debris 5. Evacuate the village.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Key: 1. soci’ology 4. clima’tology

2. zo’ology 5. as’trology

3. bibli’ography 6. de’mography

 

 

 

 

Key:

1. We are studying the ge’ography of Asia.

2. I had a bi’ology lesson this afternoon.

3. They share a common interest in pho’tography.

4. A bi’ography is a book that tells the story of someone’s life, written by someone else.

5. Zo’ology is the scientific study of animals and their behaviour

Period: 71 Date of planning: ……/……/……

Date of teaching: ……/……/……

UNIT 9: NATURAL DISASTER

Lesson 3: A closer look 2

I. Objectives:

1. Knowledge: By the end of the lesson ,students will be able to :

- know how to use the grammar points correctly.

2. Skills: Listening, speaking

3. Attitude: Ss must have good attitude towards facing natural disaster

4. Competencies: Coping with disasters

II. Main languages:

1.Vocabulary: words related to the topic

2.Grammar: Passive voice, past perfect tenses.

III. Teaching aid: lesson plan , visual pictures

IV. Procedures

Teacher’s activities

Ss’ activities

Contents

Warm – up.( 5’)

- T asks Ss to tell something they’ve known about natural disasters.

Presentation(10’)

Grammar

The passive voice: review

Ask if Ss remember how to from the passive voice. T may ask one student to write the from on the board and have other Ss give examples.

If they do not remember well, ask to read the REMEMBER! box. Draw Ss’ attention to how the passive voice is formed by analysing the rule. Then ask some more able Ss to give some examples to illustrate this.

 

 

 

 

 

Practice (20’)

1. Read the conversation in GETTING STARTED and underline any sentence in the passive voice that you can find. Check your findings with a partner.

Ask Ss to read the conversation in GETTING STARTED again and underline all instances of the passive voice that they can find. Then, ask them to share their findings with one or more partners before checking with the whole class.

 

 

 

 

 

 

 

 

2. Complete the sentences using the correct passive from of the verbs in brackets.

Have Ss work independently. Then, ask them to share their answers with one or more partners. Ask some Ss to say their answers aloud. Confirm the correct answers.

3. Rewrite the following sentences using the corrects passive voice.

Invite two Ss to write the sentences on the board while other Ss write the sentences in their notebooks. Ask some Ss to give comments on the sentences on the board. Confirm the correct sentences.

For a class that needs more support, model the first sentence for Ss. Have Ss write the next two sentences and correct them carefully. The rest can be done as homework.

 

 

The past perfect

4a Read part of the conversation from GETTING STARTED. Pay attention to the underlined part.

Ask Ss to read part of the conversation from GETTING STARTED, paying attention to the underlined part. Then, refer to the yellow box, explaining the from of the part perfect tense and going through the examples.

b When do we use the past perfect? Can you think of any rules?

Now ask Ss to think about the rules for the past perfect tense. First, try to elicit them from Ss. Then go through the rules in the boxes by analyzing the examples given. Then ask Ss to give some more examples of their own.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

5. Complete the sentences by putting the verbs in brackets into the simple past or past perfect.

First, have Ss work independently. Then, ask them to share their answers with one or more partners. Ask some Ss to say their answers aloud. T give comments, and makes any correction if available.

6. Work in pairs. Ask and answer the following questions about you.

First, ask Ss to prepare their answers independently. Then model the activity by asking a student one of the given questions. Ask Ss to work in pairs. T may go around to provide help. Call some pairs to practice in front of tha class.

Further practice(7’)

7. GAME

Work in two teams. Take turns to give reasons why you were pleases/ upset/ happy/ angry, etc. Use the past perfect for the event that had happened. Each correct sentence gets one point. The team with the most points wins.

Model the game with the whole class first. Divide the whole class into two teams (e.g. left side and right side). Then allow members from the two teams to take turns in giving reasons why they were pleased/ upset/ happy/ angry, ect. Count the correct sentences to find the winning team.

If time does not allow, T can choose either activity 6 or 7 for Ss to do.

Homework(3’):

Prepare for unit 9 lesson 4

Whole class

 

 

 

Whole class

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Pairwork

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Ss work independently.

Then share their answers with one or more partners.

 

 

 

 

 

 

Ss work independently. Then, share their answers with one or more partners.

 

 

 

 

 

 

 

 

 

The past perfect

* Forms:

(+) Positive

Subject + had + past participle

(-) Negative

Subject + had not/ hadn’t + past participle

(?) Questions:

Had + subject + past participle

Had + subject + not + past participle

Hadn’t + subject + past participle

* Short answers to Yes/ No questions:

(+) Yes, subject + had

(-) No, subject + hadn’t

* The usage:

- The past perfect is used to describe an action before a stated time in the past.

Ex:

People had managed to leave the flooded villages by 11 o’clock last night.

- The past perfect is used to describe an action that happened before another action in the past.

Ex: People had already left the flooded villages when the rescue workers arrived.

 

 

First Ss work independently. Then share their answers with one or more partners.

 

 

 

 

 

 

Pairwork

 

 

 

 

 

 

 

 

 

Team work

 

 

 

Warm – up.( 5’): Review

 

 

 

 

Grammar points:

The passive voice: review

The passive voice is formed with the verb to be in the appropriate tense and form, and the past participle of the main verb. Only verbs which can take an object can be used in the passive.

Ex:

- Only a few minor injuries were reported.

- Medical supplies, food and rescue equipment have also been sent.

Key:

Was anyone injured?

Only a few minor injuries were reported.

It seems many houses and public buildings were destroyed or flooded, and thousands of people were left homeless.

They’ve sent recue workers to free people who were trapped in flooded homes.

Medical supplies, food and rescue equipment have also been sent.

They’ve been taken to a self place where temporary accommodation will be provided for them.

Key:

1. was scattered 2. Are built 3. Were taken

4. will be predicted 5. Will be delivered/ are going to be delivered

Key:

1. Food and blankets have been given out to homeless people (by volunteers)

2. Ten people trapped in collapsed buildings have been freed (by the rescue workers) so far.

3. Was the whole village destroyed (by the storm)?

4. If the area is hit by the storm, a lot of damage will be caused.

5. A garden party is going to be organized to raise money for the victims of the flood.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Key:

1. had left, erupted 2. arrived, had stopped 3. had spent, arrived

4. got, hadn’t taken 5. Found, had bought

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Period: 72 Date of planning: ……/……/……

Date of teaching: ……/……/……

UNIT 9: NATURAL DISASTER

Lesson 4: Communication

I. Objectives:

1. Knowledge: By the end of the lesson ,students will :

- have some general knowledge of natural disasters.

2. Skills: Reading, speaking ,writing

3. Attitude: Ss must have good attitude towards facing natural disaster

4. Competencies: Coping with disasters

II. Main languages:

1.Vocabulary: words related to the topic

2.Grammar:

III. Teaching aid: lesson plan , visual pictures

IV. Procedures

Teacher’s activities

Ss’ activities

Contents

Warm – up.( 5’)

YOUR VIEWS ON NATURAL DISASTERS

Before Ss open their books, ask them to work in groups to discuss the question. Can we prevent natural disasters with the help of modern technology?

Pre-speaking(10’)

Pre-teach vocab:

Help Ss understand the meanings of the words in Extra vocabulary, and any other words from the text you think they won’t know, by using examples, definitions or even traditions.

 

 

 

 

While-speaking(20’)

1. Listen to a radio programme on 4 Teen News. Then fill in the gaps with the words you hear.

First, have Ss read the interview and guess what the missing word for each gap in the interview is. Write the Ss’ ideas on the board. Ask Ss to say which question each person is answering (Sarah and Peter: the first question; Nubita and Linh: the second question). Then play the recording. The first time, ask Ss to close their books and listen only. Then play the recording again and allow Ss to fill in the gaps as they listen. Ask Ss to share their answers in pairs before playing the recording a final time to allow pairs to check their answers. Refer Ss back to the ideas on the board and decide together if all of them are possible options. If time is limited, T may play only the sentences that include the information Ss need for their answers.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

2. Read the listeners’ views on natural disasters again and decide who you agree with and who you disagree with.

Ask Ss to decide whose opinions they agree with and who they disagree with.

3. Answer the two questions. Express your own views and write them down below.

Have Ss make notes of their answers to the two questions in the interview. Remind Ss that it does not matter what their answers are, and that it is more important that they justify their answers. T may go around to provide help.

Post-speaking(7’)

4. Work in pair. Now compare your views with a partner. Do you share the same views?

Encourage each pair to negotiate for the same views. If time allows, have some Ss report on their answers. Otherwise, move around the class while Ss do this activity and give assistance.

Homework(3’):

Prepare for unit 9 lesson 5

Whole class

 

 

 

 

 

 

 

 

Whole class

 

 

 

 

 

 

 

 

 

 

 

Audio script:

Welcome to ‘Nature and You.’ Today we have asked our listener our listeners around the world to call us to express their views on these two questions: ‘Are there more natural disasters now than there were in the past?’’’ and ‘Are we prepared to deal with natural disasters?’

- Hi, I’m Sarah from Sydney, Australia. I think there are more natural disasters now than there used to be. Whenever I what the news on TV, I see places that are flooded or affected by drought. I’m certain this is the result of climate change and global warming.

- Hello, I’m Peter from London, England. I don’t think that there are more natural disasters now than in the past. But more are being reported on the news in shorter time periods. We’ve seen them so often on the news that we’ve become used to them.

- Hi, everyone, I’m Nubita from Tokyo, Japan: I think recent earthquakes and tsunamis just show how unprepared we are to deal with them. Despite all the technology and knowledge available to us nowadays, many people become victims of natural disasters.

- Good evening everyone, I’m Linh from ha Noi, Viet Nam. I don’t think we can prepare for natural disasters as nobody knows when or where they are going to strike. It’s Nature’s way of reminding us who is in charge and that we should show more respect to the natural environment.

 

Work individually

 

Ss make notes of the reasons for their decision

 

Pairwork

 

 

 

 

 

 

 

 

 

 

Ss work in pairs to share their answers with a partner.

Warm – up.( 5’): Discuss

 

 

 

 

 

 

 

 

*Vocabulary:

- climate change = a permanent change in weather conditions.

- victim = a person who has been attacked, injured or killed as the result of a crime, a disease, an accident, ect.

- in charge = in a position of having control or responsibility for sb/ sth.

Key:

1. flooded

2. warming

3. used

4.unprepared

5. Reminding

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Trên đây là Giáo án tuần 25 môn tiếng Anh 8 mới.

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