giao an tieng anh lop 8 tuan 24 sach moi

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GIÁO ÁN TIẾNG ANH 8 TUẦN 24
NĂM HỌC 2019 - 2020
Period: 67

Date of planning: ……/……/……
Date of teaching: ……/……/……
UNIT 8: English SPEAKING COUNTRY
Lesson 6: Skills 2

I. Objectives:
1. Knowledge: By the end of the lesson ,students will be able to :
- listen for specific information about a day trip to an amazing town
- write a description of a schedule for a visit or a tour
2. Skills: Listening, writing
3. Attitude:Ss must have good attitude towards the co-operation
4. Competencies: Presenting opinions and giving comments to others’ opinions
II. Main languages:
1. Vocabulary: extra words related to the topic: English speaking countries
2.Grammar: Present tenses.
III. Teaching aid: lesson plan , visual pictures
IV. Procedures
Teacher’s activities
Warm – up.( 5’)
- T asks Ss to tell about Australia.
Pre-listening(10’)

Ss’ activities
+whole class.

Contents
Warm – up.( 5’):
Review


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Pre-teac vocab:

+whole class.
*Vocabulary related to
Wanaka

Set the scene:
Wanaka - New Zealand

+whole class.

-

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 Ss work individually
the schedule of events.
Ask Ss to read the questions. T

Key:

then plays the recording and Ss

1. 9.30

2. 12. 30

3. 4.00

4. 4.15

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

Ss work in pairs


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events. Check if they know the

Key:

meaning of the words “illusion”

1. B

(something that appears to be there

B

but is not) and “ 3- hologram”

2. C

3. C

4.

5. A

(three - dimensional image). Ss
then listen to the recording again,

“ illusion” ( something

as many times as needed if time

that appears to be there

allow, and choose the correct

but is not)

answers.

“ 3- hologram” (three -

T checks the answers as a class.

dimensional image).

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

Ss

work in groups of three or

four.

*Vocabulary related to

or four. Read the activities and Read the activities and decide on Washington D.C.
decide on the four activities they the four activities they would like
would like to do together in their to do together in their two – day
two – day visit to Washington visit to Washington D.C.
D.C.
b Schedule your visit.
Once

they

their Ss fill in the schedule:
decision, allow them time to
Day
Time
Activity
schedule their visit and fill in the
schedule table.

have

made

1


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

each

group

write

2

a

description of their visit. The Ss work in groups
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.

Sample writing:
This is the schedule for
our

group’s

visit

to

two-day

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


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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

playing.

Homework(3’):
Prepare for unit 8 lesson 7
Period: 68

Date of planning: ……/……/……
Date of teaching: ……/……/……
UNIT 8: English SPEAKING COUNTRY
Lesson 7: Looking back & project

I. Objectives:
1. Knowledge: By the end of the lesson ,students will be able to :
- Review the lexical items related to the topic: English speaking countries.
- Review the grammar of the unit.
- Make questions and answers about the topic.
2. Skills: Listening, writing
3. Attitude:Ss must have good attitude while doing the tasks together
4. Competencies: Recycle the language from the previous sections.Self-assessment
II. Main languages:
1. Vocabulary: Words related to the topic
2.Grammar: The simple present tenses.

through


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III. Teaching aid: lesson plan , visual pictures
IV. Procedures
Teacher’s activities
Warm – up.( 5’)Lucky number

Ss’ activities

Contents

Group work.

Warm – up.( 5’):

+whole class.

*Vocabulary:

- T explains the rule.
- T gives the explanation and ss
say the word.
- Ss play in 2 big groups.
Presentation(17’)
Pre-teach vocab:

- 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. Match the words with the
definitions.

Ss

complete

this

exercise

Ss work individually

1. c

2. e

3. f

4. b

5. d

6. a


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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

Key:
Ss work individually.

1.C

2. A

3.

5. B

6.A

C

their partner. Confirm the correct

4. B

answers.
Practice (15’)
3. Decide if the sentences have a
present meaning (P) or a future

Key:

meaning (F).
Check as a class

Ss

complete

this

task

1. F 2. F

3. P

4. P

5. F

independently or in pairs.

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

Key:

1. faces 2. doesn’t set

Ss
complete
the
exercise
Ask Ss to read the sentences
carefully and look for clues that independently and then exchange
3. has won 4.
has
help them decide which tense their answers.
should be used for each blank. Ask

done

two Ss to write their answers on

5. is

the board. Confirm the correct

trying

answers.
Further practice (12’)
Communication
Check your knowledge!
5. Work in groups. Discuss if the

6. are

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statements are correct.
They discuss the statements and
decide if they are true. If they are
true. If they are not, find the true

Ss work in groups

Key:
1. Scottish men wear

answer. Check as a class.

kilts.
2. The USA has the
biggest population.

Finished!

3. California is a state in

Ask Ss to complete the self-

the USA.

assessment. Discuss as a class

4.They live in Australia.

what difficulties remain and what

5. English and French.

areas Ss have mastered.
Ss work individually

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

Work in groups

Background knowledge

culture, they historic and natural

of

beauty… This means they can

countries.

research

These can help decide:

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

English

speaking

- Which attractions you
would include in your
poster.
-

What

information


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to think creatively and daringly.

about the attraction you

Tell them to keep in mind who this

would introduce.

poster is for.

-

Which picture you

Have Ss present their poster in the

would

next lesson. When all groups have

poster.

given

their

presentations,

the

for

your

- the design for your

whole class can vote for the best.

poster.

Homework(3’):
Prepare for unit 9 lesson 1

Description of unit 9
By the end of the unit, Ss will be able to:
-Review passive voice
-Use present perfect
-Pronounce the words ending in-logy and –graphy
-Read for specific information about how to prepare for a natural disaster
-Listen for specific information about a natural disaster
-Talk about natural disasters and ways to prepare for them
-Write a news report on a natural disaster

Period: 69

use

Date of planning: ……/……/……
Date of teaching: ……/……/……


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UNIT 9: NATURAL DISASTER
Lesson 1: Getting started-Shocking news
I. Objectives:
1. Knowledge: By the end of the lesson ,students will be able to :
- listen for specific information about a day trip to an amazing town
- write a description of a schedule for a visit or a tour
2. Skills: Listening, writing
3. Attitude:Ss must have good attitude towards facing natural disaster
4. Competencies: Describing natural disasters
II. Main languages:
1.Vocabulary: lexical items related to the topic “ Natural disasters”
2.Grammar: Review: use the past perfect tense to talk about an action before a stated time or
another action in the past
- Passive voice: review
III. Teaching aid: lesson plan , visual pictures
IV. Procedures
Teacher’s activities
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

Ss’ activities
Team work

Contents
Warm – up.( 5’):
Game


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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’)

Whole class

Pre-teach vocab:

*Vocabulary:

Vocabularies related to
“ Natural disasters”
- volcano (n)
- tornado (n)
- flood (n)
- forest fire (n)
- earthquake (n)
- tsunami (n)
- mudslide (n)
- drought (n)

Work individually
Set the scene:
1. Ask Ss to look at the title of the
conversation and the picture. Ask

- debris (n)
- trap (v)


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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 Ss work independently. Then Key:
and fill in the gaps with no more share answers before discussing as
1. tropical storm
than three words.
a class.
2. Injured
Ask Ss to read each sentence and
3.damage
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, In pairs, Ss practice saying the
‘My cat died.’ and eliciting ‘That’s phrases with correct intonation.

4. trapped
5. medical supplies
6.temporary
accommodation

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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 Ss work independently.
before playing the recording for
them ti check. Play the recording
for Ss to repeat the phrases.

Responding to good
news- bad news
Wow!

Remind Ss to play attention to

Oh dear!

their intonation as they practice.

That’s great!
That’s awful!
That’s a relief!

b. Match the sentences (1-6) to
the

responses

(a-f).

Then

practise the exchanges with a

How terrible!
How wonderful!

partner.

Oh no!

First, have Ss work independently.

That’s shocking!

Then allow them to share answers


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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,

Key:
Ss

work

independently.

Then 1. b

2. d

share answers before T gives

3. f

comments.

4. c
5. a

practicing the exchanges with

6.e

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.

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

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

Can you add more?

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

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

Key:

Work in pairs


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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
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