Giáo án tiếng Anh lớp 8 Tuần 34 sách mới

Teacher’s activities

Ss’ activities

Contents

Warm – up.( 5’)

Write letters M, V, N, J, S on the board and ask Ss to volunteer to write any name of any planet that they know beginning with these letters. Give them three minutes.

Pre-listening(5’)

Vocabulary

While-listening (20’):

1. Use the manes of the planets in the box to label the diagram of the solar system.

Now have Ss open the books and work independently. Then, ask them to share their answers with a partner. If necessary, ask for translation of some words or phrases in the box to check their understanding.

2. Now scan the passage and check your answers.

Have Ss work in pairs, read the passage and check their answers in 1. Then check Ss’ answers as a class.

3. Write the names of the planets that match the Roman Gods.

Have Ss work individually to fill in 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.

4a. Add suffixes -ful or -less to the words in the box. Note that some words can use either suffix.

T can explain that to from adjectives, we can add suffixes -ful or -less to a noun or a verb. Ask Ss to work in pairs to from words with the ending -ful or -less. Ask Ss to swap pairs to check their answers, then check their answers as a class. Ask Ss to add some words that are formed in this way if time allows.

b. now use the topic of space to make a sentence for each new word. Compare your sentences with a partner.

Ask Ss to work in pairs to write a sentence about the topic of space for each word. Then swap their sentences with another pair’s to peer check. Afterwards, have some Ss read out loud their sentences and correct Ss’ work if necessary.

Post-listening(12’)

Stress in words ending in -ful and -less.

5. Put the stress in the correct place in the words. Then listen and check.

Explain to Ss that when we add suffixes -ful or -less to a word, the tress of the word remains unchanged. Play the recording and ask Ss to listen and stress the words. Checks Ss’ answers as a class.

6. Read the following sentences and mark the stressed syllable on the words in italics. Then

listen and repeat.

First, have Ss work individually to mark the stress in each word. Then ask Ss to compare their answers with a partner. Have them practice reading the sentences. Play the recording and ask Ss to listen, check their answers and repeat the sentences. If time allows, call on some Ss to read out the sentences, paying attention to the stress in each italicized word.

Homework(3’):

Prepare for Unit 12 lesson 3

Group work

Ss work independently.

Ss work in pairs

Ss work independently .

Ss work in pairs

Ss work in pairs

Ss work independently

Individual work

Pairwork

* Vocabulary:

Mercury

Venus

Mars

Jupiter

Neptune

Saturn

Key:

A. Mercury B. Venus C. Mars D. Jupiter E. Saturn F. Neptune

Key:

1. Neptune 2. Saturn 3. Mars 4. Jupiter 5. Venus

Suggested answers:

Weightless waterless resourceful/ resourceless airless beautiful wonderful

Audio script:

‘thoughtless ‘meaningful ‘helpless

‘meaningless ‘helpful ‘thoughtful

‘useless ‘plentiful ‘useful

Audio script:

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.

Teacher’s activities

Ss’ activities

Contents

Warm – up.( 5’)

May and might: review

Draw Ss’ attention to the REMEMBER!box.

Then ask some more able Ss to give examples.

Presentation(15’)

1. Use may/ might to fill in each of the blank.

Ask Ss to work individually to fill in the gaps.

Have them compare the answers with a partner and explain their answers. Check 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 much only distinguish between these and point 3 in the box: may for permission.

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.

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 STARTEDto 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.

Practice ( 15’ )

2. Nick claimed that he had seen a UFO. Read the interview between a reported and Nick, and finish the following sentences.

Have Ss work in pairs and do the exercise. Ask some Ss to read out their answer, and correct the answers as a class.

3. Circle the correct word in italics to complete each sentence.

Let Ss work individually and check their answers with a classmate. Then check the answers as a class.

4. Read other questions by the interviewer. Rewrite them as reported questions.

Ask Ss to work individually to write questions in reported speech. 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.

Production ( 7’ )

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.

Have Ss work in groups of three for 5 to 10 minutes. Go 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.

Homework(3’):

Prepare for Unit 12 lesson 4

Class work

Modal verbs: may, might.

Individual work

Pairwork

Reported speech.

Class work

Ss work in pairs

Ss work individually

Ss work individually

Group work

Warm – up.( 5’): Review

Key:

1. may/ might

2. may/ might

3. may/ might

4. may

5. may/ might

6. may/ might

7. may/ might

8. may

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

Key:

1. ask 2. if 3. before 4. different

Key:

1. The interviewer asked if he went for a walk every day.

2. He asked how Nick had left 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.

Teacher’s activities

Ss’ activities

Contents

Warm – up.( 5’)- Introduction

Before Ss open their books, ask them which planet they would like to go to if they had a chance. Ask them to give the reasons why. Then tell 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.

Check if Ss understand the meanings on the words in Extra vocabulary. If they do not, quickly teach the words by using synonyms or even translation.

Pre-speaking(5’)

Vocabulary

While-speaking ( 17’ )

1. Five teenagers are discussing the possibility of other life forms in our galaxy. Read the comments they have posted on an online forum.

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.

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.

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.

Post-speaking ( 15’ )

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.

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 to help Ss. Note this is not meant to be serious; Ss can suggest silly or funny things as long as they justify them.

b. Report your decisions to another pair or to the class.

Ask Ss to report their decisions to the class or to another pair. Give feedback if necessary.

Homework(3’):

Prepare for Unit 12 lesson 5

Class work

Class work

Ss work individually

Ss work in groups

Pairwork

Pairwork

Warm – up.( 5’): Introduction

*Vocabulary:

appropriate

powerful

NASA stands for national Aeronautics and Space Administration

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 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.