giao an tieng anh lop 8 tuan 29 sach moi

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GIÁO ÁN TIẾNG ANH 8 TUẦN 29
NĂM HỌC 2019 - 2020
Period: 82

Date of planning: ……/……/……
Date of teaching: ……/……/……
UNIT 10: COMMUNICATION
Lesson 4: Communication

I. Objectives:
1. Knowledge: By the end of the lesson ,students will:
some general knowledge of communication.
2. Skills: - Speaking, reading and writing.
3. Attitude:Ss

will be active while practising doing exercises

4. Competencies: Ss are interested in doing exercises
II. Main languages:
1.Vocabulary: words related to the topic
2.Grammar: Future continuous tense, Verb + to- infinitive.
III. Teaching aid: lesson plan, visual pictures
IV. Procedures
Teacher’s activities
Warm – up.( 5’)

Class work

YOUR VIEWS On kinds of

communication.
Communication
Presentation(5’)

Ss’ activities

breakdown

Contents
Warm – up.( 5’):
Chatting


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Pre-teach vocab:
Whole class

*Vocabulary:
- Language barrier:
When

people

communicate

can’t
because

they don’t talk the same

language.
- cultural difference:
-communication
channel
- shrug (shoulders)
to raise your shoulders
and then drop them to
show that you do not
know or care about sth
- glance(n, v): a quik
look/ to look quikly at
st/sb.
Introduction
First have Ss guess what they Whole class
think communication breakdown
means. Refer to the Look out! box.
Remind Ss of what happened in
the

text

in

GETTING

STARTED. Ask Ss why they
think

this

communication

breakdown happened and how to


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avoid it. T can share with Ss an
experience

of

communication

breakdown that T has had.
Then

go

through

Extra

the

vocabulary box with Ss. Give
examples to furture explain each
word where needed.
Practice(20’)
1. Match the following possible

reasons

for

communication

Work in pairs

breakdown with the examples.

Key:
1. A

2. B

Can you add in some more

3C

4. C

reasons and examples?

5. A

6. B

Do the first item with Ss. Then Ss
work in pairs to complete this task.
Once

they

have

finished,

encourage them to add in some
more reasons and examples.
2. If you don’t understand body
language,

communication

breakdown may happen. Match
the body language with the Work in pairs
meaning. Add more examples if
you can.
Elicit from Ss what body language
is. Explain that understanding
body language can help people
avoid communication breakdown.

Key:
1. c

2. A
3. e
5. d

4. b


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T may give an example and ask Ss
to guess what trying to say.
Ask Ss to cover the text and just to
look at the pictures. In pairs Ss
work out the messages from the
pictures. Then Ss can uncover the
text and do the matching.
Confirm the correct answers.
If time allows, ask Ss if they have
ever

used

these

body

communication ways before. Ask
them to add more examples and
demonstrate these for the class to
guess their meaning.
3. Using abbreviations for online
chatting

and

texting is

not

always easy to understand. Can
you

decode

the

following

sentences written in texting/
chatting style without looking at

Key:

the cues?

1. Where are you? We

Write on the board some of the Abbreviations for online
language
for
online chatting and texting:
communication learnt in Unit 1

the full form. Explain that using 1. Where r u?

and texting is not always easy to

second floor.
2. I’ll be 5 minutes late.

and ask Ss if they can read them in
abbreviations for online chatting

are at Lotte on the

We r @ Lotte on 2/F.

See you soon.
3 Do you want to see a
movie this weekend?


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understand. Ss then work in pairs 2. I’ll b 5 mins late. CUS.

4 Please call me right

to complete this task.

back. Thanks.

3 Wanna c a movie this wkd?

If time allows, ask Ss to add more

online communication shorthand

4. Pls call me rite bck. Thx.

that they know and write a short 5. Hi! Wox r u doin 2nite?
message to their partner using this 6. Did u c it: LOL.
language.
Further practice(12’)
4. Ideas Bank. Work in groups.
For

each

breakdown

communication
mentioned

in

1,

think of a future technology idea
that will help avoid it. Share
your ideas with the class.
Ss work in groups to make their
group’s ideas Bank by discussing
a technology solution that will
help

people

avoid

communication

the

breakdown

mentioned in 1. The groups then
make a short presentation of their
ideas to share with the class to
make a big ideas Bank.
Homework(3’):
Prepare for unit 10 lesson 5

Ss work in groups

5. Hi! What are you
doing tonight?
6. Did you see it? Laugh
out loud!


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Period: 83

Date of planning: ……/……/……

Date of teaching: ……/……/……
UNIT 10: COMMUNICATION
Lesson 5: Skills 1

I. Objectives:
1. Knowledge: By the end of the lesson ,students will:
- Read for general and specific information about communication in the future.
- Talk about communication in the future.
2. Skills: - Speaking, reading and writing.
3. Attitude:Ss

will be active while practising doing exercises

4. Competencies: Ss are interested in doing exercises
II. Main languages:
1.Vocabulary: in real time, interact, three - dimensional images, cyber world, network
2.Grammar: Future continuous tense, Verb + to- infinitive.
III. Teaching aid: lesson plan, visual pictures
IV. Procedures
Teacher’s activities
Warm – up.( 5’)
- Before Ss open their books, ask
the question: ‘What can we do to
avoid communication
breakdown?’
- What do you think of
communication in the future?

Ss’ activities
Class work

Contents
Warm – up.( 5’):
Chatting


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- See if any Ss can come up with
some ideas.
- Make notes on the board.
- As an option, this could be done
in Vietnamese with T showing
how to express these ideas in
English.
- Now have Ss open their books.
Pre-reading(5’)
Set the scene:
1. Look

at

individual work
the letters

the

children from Viet Nam and
Sweden sent to each other in a
penfriend project. Why do you

think they chose this way to
communicate with each other?
Ask Ss when was the last time
they sent somebody a real letter, to
whom, and on what occasion.
Then ask Ss to look at the photos.
Explain that these are the letters Ss
from two schools in Viet Nam and
Sweden sent to each other in a
penfriend project. Ask Ss to
brainstorm the reasons why they
think these Ss chose this way to
communicate with each other.


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Then ask Ss what they think is
happening in the two other photos
in the text.
While-reading(15’)
2. Read the text.
COMMUNICATION

IN

THE

FUTURE: WHAT IS THERE
FOR US?

Look at the highlighted words Pair work
and match them with their

Key:
1. in real time

meanings.

interact

3.

2.
three

-

Ss read the text quickly for the

dimensional images 4.

first time. Ask them to pay

cyber world 5. network

attention to the highlighted words
and do the matching task.
3.

Answer

the

following

questions.
Ss

try

to

find

the

answers

individually first then compare the
answers in pairs. Once they have
agreed on the answers they can
practice asking and answers with
each other.
Post-reading(12’)
Speaking
4.

In

small

groups,

decide

Pair work


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whether you agree with the
author of this text. Why/ why
not? Share your ideas with the
class.

Work in groups

First ask Ss where in the text the
author’s opinion is expressed.
Then they work in pairs or small
groups to tell each is they agree
with the author’s opinion or not,
and explain why. Then call on
some pairs/ groups to share what
they have discussed.
5. Class survey. What ways of
communication do you use for
the following purposes now and
what will they be in the year
2030?

This can be done as a mingle
activity where Ss stand up and talk Work in groups
to different classmates to complete
the survey. Otherwise, Ss can do it
in groups of five or six where each
member completes the survey
himself/ herself and shares it with
the group. The group leader will
then report to the class either the
ways of communication that are
most mentioned or the ways of
communication that the group


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likes best.
Homework(3’):
Prepare for unit 10 lesson 6

Period: 84

Date of planning: ……/……/……
Date of teaching: ……/……/……
UNIT 10: COMMUNICATION
Lesson 6: Skills 2

I. Objectives:
1. Knowledge: By the end of the lesson ,students will:
- Listen for specific information about netiquette.

- Write an email using netiquette.
2. Skills: - Speaking, reading and writing.
3. Attitude:Ss will be active while practising doing exercises
4. Competencies: Ss are interested in doing exercises
II. Main languages:
1.Vocabulary: words related to the topic.
2.Grammar: lexical items related to the topic.
III. Teaching aid: lesson plan, visual pictures
IV. Procedures
Teacher’s activities
Warm – up.( 5’)
Ask Ss to tell about

Ss’ activities
Class work

Contents
Warm – up.( 5’):
Chatting


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communication in the future.
Pre-listening(5’)

*Vocabulary:

Pre-teach vocab:

netiquette
/ˈnetɪket /
no
the rules of correct or
polite behaviour among
people using the
Internet
COPS LOCK: a

Discussing:

Group work

letters into capital form.

Netiquette
1. Look at the way this message
is posted on an e – learning
message board. Can you find
any problems with it?
Ask Ss to look at the message
board. Ask them who posted the
message and who they think the
massage is for. Ask them to try to
identify what problems in terms of
communication

politeness

they

think the message has.
While-listening(20’)
2.

Listen

function that turns all

to

this

interview

between a 4 Teen magazine


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reporter and Dr Minh Vu about Pair work
netiquette

and

answer

Key:

the

1.

questions.

The

word

combination

of

is

a

‘net’

Write on the board ‘netiquette’

and ‘etiquette’. It’s a set

and ask Ss what they think it

of rules for behaving

means. Explain they are going to

properly online.

listen to a researcher talking about

2. Don’t say and do

the way we communicate online.

unpleasant

Explain CAPSLOCK in the box if

things

online, just like in real

necessary.

life.

Have Ss look at the questions first.

3.

Encourage them to give some

It’s

how

we

communicate with each

answers. Then play the recording.

other online.

Ss work individually then in pairs Pair work
to compare their answers.
3. Listen again to the interview
and complete the following grid.
Before

playing

the

recording

Key:

again, first ask Ss to look at the

Should

grid and try to complete it with as Work in groups
much

information

Shouldn’t

Why/ why not

the Audio script:
1. Use CAPS LOCK in
recording as they can remember.
Reporter:
Dr Minh Vu, what email,
posts,
and
Elicit the answers from Ss. If their
exactly is ‘netipuette’?
comments v It
looks
answers are correct, move to the
next activity. Otherwise, play the Dr Minh Vu: The word is a like are shouting at
recording again.

from

combination

of

‘net’

and people

‘etiquette’. It’s a set of rules for 2. Check your email for

behaving
mistakes or errors v


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properly online.

It

Reporter: Could you tell us the
main rule of netiquette?

people we’re communicating with
online are real people. Don’t
say and do
unpleasant things online, just like
in real life.

perhaps

respect for your reader.
3. Use a lot of shorthand

Dr Minh Vu: Remember that the

v

This

it’s

communicate,

may

confuse your reader.
4. Respect discussion
rules and use polite
language v
People

Reporter:

shows

may

not

But sometimes know who you are but
not what we
but

how

we

communicate…?

you’ve

Dr Minh Vu: Absolutely. For judged by the quality of
example, if you write emails, or your writing
post comments using caps lock,
this means you are shouting at
people!
Reporter: Of course it’s not polite
at all. What else should we do
when sending emails?
Dr Minh Vu: Check your message
for spelling mistakes before you
send it. It shows respect towards
the other person. Don’t use too
much shorthand. This may confuse
your reader.


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Reporter:

How

about

behaviour in chat rooms and on
message board?
Dr Minh Vu: Follow discussion
rules. Use polite language. People

may not know who you are but
you’ve judged by the quality of

Post-listening(12’)

your writing.

Writing
Writing

an

email

using

netiquette.
Draw

Ss’

attention

to

Individual work

the

REMEMBER! box. If possible, REMEMBER:

illustrate each of the bullet points
mentioned by an example you find

- Always check that you’ve
completed the Subject line and/ or

from the Internet, or those that you have included the attachment.
create yourself.
- An email to a senior person
5. Put the following parts in
should be more formal than to a
their correct place to make an
friend.
email.
- Keep the message short and
accurate.
- Always check your work for
6. Write a short email to your mistakes.
teacher to submit your group
homework for this week. Check
if you have used the netiquette
learnt.

Individual work


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First Ss work in groups to discuss
what

information

they

would

include in the mail. They may look
at the email in 5 for ideas. Then Ss
work individually on this task.
Ask them to pay attention to the
netiquette they have learnt. When
Ss have finished, they swap the
writing with their partner to check
before handing it in to T. For a
more able class, T may ask Ss to
try

the

following

tasks

as

homework (Ss may look at 4 for
more ideas): Write a short post on
your class message board to ask
how many words the final essay

should be.
Write a short post on a message
board to help somebody answer
the

question

what

does

communication breakdown mean?
Homework(3’):
- Write the news report in the
notebooks.
Prepare for unit 10 lesson 7
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