Giáo án tiếng Anh lớp 8 Tuần 35 sách mới

Teacher’s activities

Ss’ activities

Contents

Warm – up.( 5’Chatting

Pre-reading(5’)

1a. Look at the pictures and discuss the questions.sk

Ask Ss to cover the reading passage, look at the pictures of the two planets and answer the questions. Ask them: What else can you infer from the picture?

While-reading ( 17’ )

b. Read the text below and check your answers.

Give Ss two minutes to skim the passage and check their answers.

2. Find words in the passage that have similar meaning to these words or phrases.

Have Ss scan the passage to find the words in red and match them with the definitions. Ss should check the meanings of the words from the context. Then check their answers as a class.

3. Match the headings with the paragraphs (1-3). There is one extra.

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.

4. Read the text again and answers the questions.

Set a longer time limit for Ss to read the text again and answer the questions. ask Ss to note where they found the information that helped them answer the questions. Ss can compare answers with a partner before discussing them as a class. 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.

Post-reading ( 15’ )

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.

First, have 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. Set 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.

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.

Ask the ‘humans’ and ‘Martians’ to from new pair. This time they use reported speech to report their previous partner’s answers:

Homework(3’):

Prepare for Unit 12 lesson 6

Class work

Ss work individually

Ss work individually

Ss work individually

Pairwork

Group work

Group work

Warm – up.( 5’): Chatting

Key:

1. poisonous

2. twice

3. experiences

4. traces

5. surface

6. climate

7. accommodate

Key:

1. C 2. B 3. A

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 then 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.

Sample exchange

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!

Teacher’s activities

Ss’ activities

Contents

Warm – up.( 5’) Introduction

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

Pre-reading(10’)

ALIENS

1. Work in pairs. Describe the pictures and answer the questions.

Ask Ss to work in pairs to describe the pictures and answers the questions.

While-listening ( 12’ )

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 from the recording.

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.

3. Listen again and tick (v) true (t), false (F) or not given (NG).

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.

Post-listening ( 15’ )

4. Work in pairs. Imagine what an alien may be like. Use your imagination to fill in the web below.

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.

5. Now use the notes to write a description of your alien.

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.

6. Swap your work with your partner. How different is your description from your partner’s.

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(3’):

Prepare for Unit 12 lesson 7

Class work

Ss work in pairs

Ss work individually

Individual work

Audio script:

I think the inhabitants of Jupiter may be very different to human beings. This is how I imagine them:

They may be much bigger and more powerful than humans. Jupiterians may have eight legs and be able to move very fast. They may have a lot of hair all over their bodies and their skin might be very thick so they can live in temperatures of around -145 degrees Celsius. They may have four eyes and be able to see very far. They may also have a very good sense of smell and they may even be able to sense others’ feelings like happiness or fear. And I don’t think they eat and drink like us. Instead, they get all their energy from he rocks. They may charge their bodies by plugging their feet into the rock, just like charging a battery. That way, they don’t even need to breathe air.

The only way they may be similar to use is they live in family units of parents and children. They may also use language to communicate with each other.

Ss work in pairs

Ss work individually

Pairwork

Warm – up.( 5’): Introduction

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

Key:

1. F 2. NG 3. T 4. F 5. F 6. F

Beginning with:

I agree/ disagree with the idea that...

Firstly, Secondly

Furthermore, In addition...

In short/ For these reasons...

Teacher’s activities

Ss’ activities

Contents

Warm – up.( 5’)Introduction

- This is the review section of the unit

- Tell Ss to record their results for each exercise in the LOOKING BACK section in order to complete the final Finished! Now I can ... assessment.

Presentation(10’)

1. Encourage Ss not to refer back to the unit pages. Instead, they can use what they have learn during the unit to help them do the exercises.

Vocabulary

1. Rearrange the letters to label the pictures.

2. Fill each gap with a suitable word from the box.

1 &2 Ask to work individually, then compare their answers with a partner. Ask some Ss to write their answers on the board.

Practice ( 15’)

Grammar

3, 4 & 5 Ask Ss to do them individually first. Then have Ss check their answers with a partner before having them discuss as a class. Remind Ss to keep record of their original answers so that they can use that information in their self – assessment.

3. Underline the correct answers.

4. Put the words. Phrases in the correct order to make reported questions.

5. Change the following questions into reported questions.

Post-listening ( 12’ )

Communication

6. Choose the right sentences (A-E) to put into the dialogue.

First, ask Ss to do the task in pairs. Then check Ss’ answers as a class. Set a time limit of two minutes for Ss to re-read and to remember the dialogue as much as they can. When they finish, ask some pairs to rehearse the dialogue.

Finished! Now I can…

Finally ask Ss to complete the self-assessment. Identify any difficulties and weak areas and provide further practice.

Homework(3’):

Prepare for Revision

Class work

Ss work in pairs

Ss work individually

Individual work

Ss work in pairs

Ss work individually

Pairwork

Individual work

Warm – up.( 5’): Introduction

Key:

1.

1. aliens 2. space buggy 3. weightless 4. solar system

5. planet 6. spaceship 7. Flying saucer 8. Galaxy

2.

1. accommodate 2. surface 3. traces

4. experienced 5. climate 6. NASA

Key:

1. if 2. had been 3. who 4. had been 5. how 6. ate 7. what

Key:

1. He asked me how I would react if I saw an alien.

2. The teacher asked me which planet was most suitable for human life.

3. My friend asked me when humans had first landed on the moon.

4. She asked me hat the difference between a planet and a star was.

5. They asked if there was water on Mars.

Key:

1. The teacher asked her students what the essential conditions for human life were.

2. Samuel asked the scientist if humans had been able to communicate with people on other planets.

3. Nick asked the journalist if the Roswell UFO incident had taken place in the U.S in June 1947.

4. Vanessa asked her uncle who the witness in the Roswell UFO incident had been.

5. The son asked his father when humans would be able to travel from one planet to another more easily.

6. Diane asked her mother why people couldn’t move to Mars immediately.

Key:

1. B 2. D 3. A 14. C 5. E