giao an tieng anh lop 8 tuan 4 sach moi

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GIÁO ÁN TIẾNG ANH 8 TUẦN 4
NĂM HỌC 2019 - 2020
Period:10

Date of planning: ……/……/……
Date of teaching: ……/……/……
UNIT 2: LIFE IN THE COUNTRYSIDE
Lesson 2: A closer look 1

I. Objectives:
1. Knowledge: By the end of the lesson ,students will be able to :
-use the lexical items related to the topic of life in the countryside
-pronounce correctly words containing the clusters /bl/ and /cl/ .
2. Skills: Drill listening and speaking mainly
3. Attitude:Ss must have good attitude towards the co-operation
3. Competencies: Presenting opinions and giving comments to others’ opinions
II. Main languages:
1. Vocabulary: lexical items related to the topic
1.

Structure: +Vietnamese people are friendly
+life in the countryside is boring

III. Teaching aid: lesson plan , visual pictures
IV. Procedures
Teacher’s activities
Warm – up.( 5’)
Remind Ss of the vocabulary

Ss’ activities

Contents
Warm – up.( 5’): Review


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they

learnt

in

GETTING Class work

STARTED before moving on to
this lesson which focuses on
words describing the countryside
Pre-listening (10’)

*Vocabulary:

Vocabulary:

-hay(adj)
Class work

-vast (adj)
-brave (adj)

-nomadic (adj)

1.Listen and repeat the words
-Ask Ss listen to the recording
and repeat the words .Make sure Class work
that they pronounce the words
with the correct stress patterns
-Explain new words and ask Ss
repeat new words
-Now check understanding of
these words

Key:

While-listening(15’)

to

2.Put the words in 1 into the

describ

appropriate

e

category

.Some

words can be used in more than

people

one category;
-Ask Ss work individually
-Let Ss compare their answers

Words

friendly,brave ,
boring,nomadic

Ss work individually

,
colourful


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with a partner and then discuss

life

as a class .There may be some

slow,hard,borin
g,

variations in the answers .For a

inconvenient,

more able class , encourage Ss to

peaceful,nomadi

explain why they choose that
word for the category

c,

3.Match the nouns / noun

colourful

phrases in the box with each

scenery colourful,

verb

peaceful

-Make sure Ss understand the

Key:

meaning of the verbs first .There

may be some confusion about
the difference between /pick/
and /pick
verbs
fruit

vast,

up/ is the specific

used

for

,vegetables

collecting
or

flowers

through the action is the same as
the more general team/pickup/
-Ask

Ss

then

-ride : a horse , a camel

- Ss work independently or in
pairs

-put up : a tent , a pole
-collect : hay , water
-herd : the buffalloes , the
cattle
-pick : wild flowers , apples

work

independently or in pairs .When
they have finished, let them
exchange their answers with a
partner/another pair .Then T lists
the correct answers
4.Use the words from 1 and 3 to
complete

the

sentences.

Remember to use the correct
form of the verbs

Key :
1.picking

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-Ask Ss use the vocabulary they

5.peaceful

have learnt in activities 1 and 3

2.inconvenient

to do this exercise

/collect

6.nomadic

-Ask Ss to look at the sentences

3.herd

and decide if an adjective or a
verb is missing .This narrows Ss into groups of about 6
down the area of words they

7.vast
4.ridden/ brave

need to refer to

8.put up/ hard

-Ask Ss then complete the
sentence by themselves
-Let Ss check their answers as a
class
Post-listening (12’)
5.Listen

and

repeat

the

words .Pay attention to the

Key:

initial clusters

-/bl/

-Ask Ss listen and repeat .Pause

Ss

say

the

-/cl/ : clothing, climb, click,

words

clay, clock,clear

individually or in small groups
6.Listen and circle the word you

Key:

hear
-Have Ss listen and circle the
words

blackberry,blind,

bloom, blossom

the recording to drill difficult
-Have

:

1.blame
Individual work

2.blast

-Have Ss do the activity in pairs

3.blue

and challenge each other to

4.clock


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choose the correct words

5.close

7.Listen to the sentences and

Key:

repeat

1....blowing ....

-Have Ss look at the sentences
and underline the words with

Ss work in pairs

2...climbed......
3....bloom....

clusters /bl/ and /cl/ first
-Ask Ss listen and repeat

4..clear , blue...

Homework(3’):

5....Blind ....

Prepare unit 2 lesson 3

Period:11

Date of planning: ……/……/……
Date of teaching: ……/……/……
UNIT 2: LIFE IN THE COUNTRYSIDE
Lesson 3: A closer look 2

I. Objectives:
1. Knowledge: By the end of the lesson ,students will be able to :
-review comparative forms of adjectives
-learn comparative forms of adverbs
2. Skills: Drill listening , speaking and writing mainly
3. Attitude:Ss must have good attitude towards the co-operation
3. Competencies: Presenting opinions and giving comments to others’ opinions
II. Main languages:


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1. Vocabulary: lexical items related to the topic
2. Structure+ I can get up earlier than usual
+A village is less densely populated known as the countryside
2. Grammar: + comparative forms of adjectives
+comparative forms of adverbs
III. Teaching aid: lesson plan , visual pictures
IV. Procedures
Teacher’s activities

Ss’ activities

Warm – up.( 5’)

Class work

Contents
Warm – up.( 5’):
Review

-Remind Ss of comparative forms
of adjectives learnt in previous
lesson by asking questions like :
+Which

river

is

longer

,the

Mekong or the Red river ?
+Who is the tallest boy in our
class ?
+Who is the tallest girl in our
Key:

class ?
Presentation (10’)
1.Complete the passage below

1.higher
Ss work individually

2.easier

with a suitable comparative form

3.better

of the adjectives provided

4.more exciting

-Ask Ss do exercise 1 .Go round

5.more convenient

and help Ss if necessary

6.happier


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-let

Ss

exchange

their

7.more friendly

answers .Check as a class and

8.fast

write the answers on the board
of

9.safer

comparisons .Keep them for later

10.best

with

the

full

forms

reference when the comparative of
adverbs is taught
-First revise the different use of an
adjective

and

an

adverb.For *Comparative of adverbs :

example , T writes :

1.more/less +adverb-(than) is the

+Life in the city is slow/slowly

form of comparative for almost all

+He is moving slow/slowly
-Ask Ss to choose the right word
for each sentence.
-Introduce the comparative form

of adverbs by changing the second
sentence to
He is moving more slowly than
before
-Elicit the form of comparative

adverbs of manner ending in –ly
-Can you walk more slowly ? I
can’t catch up with you
-Hanh acts less responsibly than
anyone here
2.Adverb+er +(than) is the form of
comparative adverbs of manner
with the same form as adjectives
+fast->faster

from Ss before letting them read +hard-.harder
number 1 in the table

+early->earlier

-Then introduce comparatives of +late->later
irregular adverbs like /fast/ ,
-The rain is coming .Let’s run
/hard/,late/,/early/ well/
faster
-Let Ss read number 2 and 3 in the
3.Some irregular forms of adverbs Key:

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table

Practice(20’)

of manner

1.more slowly

+well->better

2.more soundly

+badly->worse

3.less traditionally

-I believe you’ll do better in the 4.more generously

2.Complete the sentences with

next test

suitable comparative forms of the
adverbs in the box

Key:
Ss prepare Ex2 individually

-Ask Ss prepare Ex2 individually
-Ask Ss give the keys
-Ask Ss write their keys on the
board

1.better

4.harder

2.faster

5.worse

3.later

6.earlier

Key :
1.more optimistically

3.Finish the sentences below with
a suitable comparative forms of
hard ,late,fast, well and badly

Ss prepare Ex2 individually

-Ask Ss prepare Ex3 individually

4.Underline

the

6.better

the sentences
do

this

exercise

independently
-Check the answers as a class

3.less densely populated

5.more easily

correct

comparative forms to complete

Ss

2.more popularly

4.more quickly

-Ask Ss practice before the class

-Have

5.more healthy

Ss do this exercise independently

Key:

1.The

countryside

is

more peaceful than the
city

Further practice (7’)

2.A

computer

works

faster at calculus than a


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5.Write

the

answers

to

human being

the

questions below

3.Life in a remote areas

-Ask Ss do independently .Walk
around and help Ss who have

Ss do independently

difficulty writing the answers

is harder that that in a
modern town
4.Ho Chi Minh City is

-let Ss check their answers with a

more

partner .Check as a class and write

Hue

the correct answers on the board

expensive

5.A buffalo can plough

underlining the comparatives

better than a horse

Homework(3’):
Prepare unit 2 lesson 4

Period: 12

than

Date of planning: ……/……/……
Date of teaching: ……/……/……
UNIT 2: LIFE IN THE COUNTRYSIDE
Lesson 4: Communication

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

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- read for specific information about an unusual lifestyle in the countryside through visitors’
eyes
-practice by using them to do exercises
2. Skills:

Drill learning , speaking ,reading and writing mainly.

3. Attitude:Ss must have good attitude towards the co-operation
3. Competencies: Presenting opinions and giving comments to others’ opinions
II. Main languages:
1. Vocabulary: lexical items related to the topic
2.Structure
3. Grammar:
III. Teaching aid: lesson plan , visual pictures
IV. Procedures
Teacher’s activities

Ss’ activities

Warm – up.( 5’)

Class work

This page looks at online posts
which are common features of
social media sites .They allow
people to review things or give

their opinions about things .they
also allow others to respond to
the

posts

with

their

own

opinions .As such an online
dialogue occurs .The writing
style of online posts is usually
short ,informal and honest or

Contents
Warm – up.( 5’):
Introduction


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direct
Pre-speaking (10’)

*Vocabulary:

Vocabulary:

-disturb (v)

-Refer to the words in the Extra
vocabulary box

-beehives (n)
Class work

-Ask Ss if they know their

-unforgettable (adv)

meaning .if they don’t ,wait until
Ss have done the reading
-Then ask them to guess the
meaning of each word in context
Set the scene:
1.Read the posts on “Holidays
in the countryside”
-Explain that Ss are going to
read some online posts from
Class work

people all over the world
-Elicit from the Ss where these
people live .Establish that they
all live in big cities .They are
talking about their experiences
of

staying

in

the

countryside .They all have very
different

opinions

of

the

read

the

experience
-Now

ask

Ss

to

posts .Check that everybody

-dig hole (n)


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understands the meaning of each

Key:

post before moving on
While-speaking(15’)
2.What are the attitudes of
these

people

towards

their

experiences ? Tick (v) the
appropriate box
-Elicit from the Ss where these
people live. Establish that they
all live in big cities .They are

Den
nis
from

Lond
on
Julie
from

talking about their experiences Ss prepare Ex2 individually

Paris

of

Phir

staying

in

the

countryside .They all have very

un

different

from

opinions

of

the

experience
-Now

ask

phno
Ss

to

read

the

m

posts .Check that everybody

Penh

understands the meaning of each

Yum

post before moving on

i

from
Seou
l
Emi
from
Toky

Post-speaking (12’)
3.Work in groups .Reply to the

o
Lan

Posit

Neut Negat

ive

ral

ive


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osts in 1 .Write down your

from

replies

Ha

-Explain that now they have a

Noi

chance to reply to each post with

Bob

their own opinions

from

-Hand out a piece of blank paper
for each post
-Have the group write the name Ss work in groups
of each post at the top eg Bob

Hon
g
Kon
g

from London
-Ask each S write a short reply

Sample example:

to a post and then passes the

Discuss and share your replies

paper to the person on their

with the class

left .They take the next paper
from

the

person

on

their

right ,They read the reply and
then add their own

answers

for
.Encourage

their
Ss

to

choose a variety of posts with
different attitudes
-Ask Ss write down their replies
-Then ask each group to read out
one of their reply chains to a
post and discuss it as a class
Homework(3’):

countryside has benefits that a
boring person would never
discover

-Ask Ss refer to the examples as
models

-Bob : In my opinion ,the

-Bob ; I think this is one of the
reasons for urbanisation


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Prepare unit 2 lesson 5

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