Kế hoạch bài dạy Tiếng Anh 8 - Tuần 34+35, Tiết 94 đến 100 - Năm học 2020-2021

Period 94 Planning date 5/5/2021 UNIT 12: LIFE ON OTHER PLANETS Lesson 1: Getting started A.OBJECTIVES: By the end of the lesson, students will be able to: 1. Knowledge: - Listen and read the conversation; use the lexical items related to the topic life on other planets - Use may and might correctly 2. Competence: Co-operation, Self-study, work in pairs, groups.... 3. Qualities: Hardworking, responsible and honest 4. Skills: Reading, listening, speaking B. TEACHING AIDS - Student’s books, textbooks, projector. C. PROCEDURES: * Warm up: Chatting - Ask Ss to look at the picture on the screen (the Earth) and answer the questions 1. What is this? 2. How many square kilometers is the earth? 3. Does water cover 75% of it? - Ss answer - T. checks and corrects Key: 1. It is Earth 2. It is 510.100.000 square kilometers 3. Yes, it is I. Pre-reading 1. Pre-teach vocabulary: Matching (2-P.59) a. planet 1. picture b. galaxy 2. picture c. terrorist 3. picture d. alien .. e. space buggy f. weightless 2. Pre-questions - Ask Ss to look at the picture on the screen (the Earth) and answer the questions 1. What film did Trang and Duong see yesterday? 2. Who is the main character in the film? 3. What does John Harrison want to do? - Ss write their answers on the board 3. Listening - Teacher plays the record twice - Ss listen and check their answers Key: 1. They saw Star Trek Into Darkness 2. The main character is James Kirk 3. He wants to destroy the Earth III. While-reading 1. Activity 1: Role play - Ss read the dialogue in pairs - T. goes around and takes notes - T. call some pairs to read - T. checks their pronunciation, stress, intonation... 2. Activity 2: True or False - Ss work in groups of 4 - Ss read the dialogue again and tick true or four (1.a p. 59) - Ss asks groups write their on the board - T. checks and corrects 3. Activity 3: Lucky number - Ss in two teams - Students work in groups and answer the questions by playing games “Lucky numbers”. 1. Who is the captain of the spaceship? 2. LN 3. Where did the crew go in Star Trek 2009? 4. When does the story in Star Trek Into Darkness happen? 5. LN 6. LN 7. What do you think is the Enterprise? 8. What does John Harrison want to do? Key: 1. James Kirk is the captain of the spaceship. 3. They went to Nibiru planet. 4. It happens in 2259. 7. It’s the name of the spaceship that the crew travels on. 8. He wants to destroy Earth. III. Post-reading Fill each blank with the word/phrases - Ss work in groups of 4 - Ss use the words/phrases in part 2 (p.59) to fill the blanks - T. asks some groups to write on the board Key: 1. aliens 2. UFO 3. space buggy 4. planet; planet 5. weightless 6. solar system 7. galaxy 8. spaceship V. Homework - Learn by heart vocabulary - Do part 2 (P.59) - Do exercises in workbook - Prepare next lesson: A close look 1 Period 95 UNIT 12: LIFE ON OTHER PLANETS Lesson 2: A closer look 1 A.OBJECTIVES: By the end of the lesson, students will be able to: 1. Knowledge: - Get acquainted with the planets of solar system. - Stress in words ending in -full and -less 2. Competence: Co-operation, Self-study, work in pairs, groups.... 3. Qualities: Hardworking, responsible and honest 4. Skills: reading, listening, speaking B. TEACHING AIDS - Student’s books, textbooks, projector. C. PROCEDURES: * Warm up: Kim’s game: Pictures to review verbs of ability: swim, dance, sing, ride, drive, .. I. Presentation Matching (1-P.60) - Ss in groups of 4 - Ss match the planets with A-F in the picture (the solar system) Mercury A. Venus B Mars C Jupiter D Neptune E Saturn F II. Practice 1. Reading - Ss work in their group, read the passage and check their answers. - Check Ss’ answers - T. asks Ss to give the meaning of the planets *Key: A. Mercury B. Venus C. Mars D. Jupiter E. Saturn F. Neptune 2. Write the names of the planets that match the Roman Gods. - Ss work in pairs - Have Ss work individually to fill in the blanks without reading the passage again. - Have them compare their answers with other pairs. - Ss read the passage again to confirm their answers. - Check Ss’ answers. Key: 1. Neptune 2. Saturn 3. Mars 4. Jupiter 5. Venus 3. Add suffixes -ful or -less to the words - 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, - Check their answers as a class. - Ask Ss to add some words that are formed in this way if time allows. III. Production 1. Stress in words ending in -ful and –less - T. explains to Ss that when we add suffi xes -ful or -less to a word, the stress of the word remains unchanged - T. gives some examples ‘hope -> ‘hopeful ‘water -> ‘waterless - T. plays the recording and asks Ss to listen and stress the words. - Checks Ss’ answers as a class. 'thoughtless 'meaningful 'helpless 'meaningless 'helpful 'thoughtful 'useless 'plentiful 'useful 2. Mark the stress on the words (6-P.60) - Ss read the sentences and mark the stressed syllable on the words - T. plays the recording and asks Ss to listen check their answers - Ss read the sentences, T. checks and corrects their pronunciation IV. Homework - Learn by heart the planets of solar system - Do exercises in workbook - Prepare next lesson:A closer look 2 Period 96 Date:................... UNIT 12: LIFE ON OTHER PLANETS Lesson 3: A closer look 2 A. OBJECTIVES 1. Knowledge: By the end of the lesson Ss will be able to: - Use the lexical items related to the topic "Life on other planets". - Use May, Might and reported speech: questions. - Practice doing exercises using May, Might and reported speech: questions. Vocabulary:vocabulary related to life on earth and other planets. Grammar:May, Might and reported speech: questions 2. Competence: Teamwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence 3. Quality:: Ss will be more responsible for and be more aware of protecting and discovering about life on other planets. 4. Skills: reading and completing, circling the correct words, rewriting the sentences, reporting TEACHING AIDS:Textbooks, computer accessed to the Internet, projector B. PROCEDURES: I. Warm up 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. Key: 1. may/ might 2. may/ might 3. may/ might 4. may 5. may/ might 6. may/ might 7. may/ might 8. may II. Presentation Activity 1: 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. III. Practice 1. Activity 1: Complete the sentences. T gets Nick to read the interview between a reporter and Nick, and finish the sentences. 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 2. Activity 2: T gets students to circle the correct word in italics to complete each sentence. Key: 1. ask 2. if 3. before 4. different 3. Activity 3: Read other questions by the interviewer. Rewrite them as reported questions. Key: 1. The interviewer asked if he went for a walk every day. 2. He asked how Nick had felt 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. IV. Production Interview T asks students to 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. V. Homework Retell the contents of the lesson - Review May, Might and reported speech: questions. - Do the rest of tasks. - Prepare: Communication: discussions on whether they believe in the existence of other life forms in the galaxy Period 97 UNIT 12: LIFE ON OTHER PLANETS Lesson 4: COMMUNICATION A. OBJECTIVES: 1. Knowledge: By the end of the lesson Ss will be able to: - Predicting what other life forms might be like. - Share their own views about the possibility of other life forms. - Use reported speech exactly a. Vocabulary: Extra vocabulary related to the topic life on other planets. b. Grammar: Review: reported speech 2. Competence: Teamwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence 2. Skills: reading and discussing, saying the opinions, giving the reasons reporting the dicisions 3. Attitude: Ss will be more responsible for and be more aware of protecting and discovering about life on other planets. 4. Competence development: Teamwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence TEACHING AIDS 1. Teacher: Textbooks, computer accessed to the Internet, projector 2. Students: Textbooks. PROCEDURE I. Warm up - T gets students to make sentences with May, Might and reported speech: questions. II. Pre speaking 1. Activity 1: Matching A B appropriate National Aeronautics and Space Administration powerful suitable NASA able to breathe breathable having a lot of power to control people and events - T asks students to work in pairs to do the matching 2. Activity 2 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. III. While speaking 1. Activity 1: - T asks to work in groups to decide if they 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. 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. 2. Activity 2: 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. IV. Post speaking - Get students to report their decisions to in front of the class. - Give feedback if necessary. Homework: - Do exercises in workbook -Prepare for the next lesson Period 98 UNIT 12: LIFE ON OTHER PLANETS Lesson 5: SKILLS 1 I. OBJECTIVES: 1. Knowledge: By the end of the lesson Ss will be able to: - Read for specific information about life on other planets. - Talk about what life may be like on other planets. a. Vocabulary: Vocabulary related to life on other planets. b. Grammar: Review. 2. Competence : Teamwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence 3. Qualities: Ss will be more responsible for and be more aware of protecting and discovering about life on other planets. 4. Skills: reading. speaking II. TEACHING AIDS 1. Teacher: Textbooks, computer accessed to the Internet, projector 2. Students: Textbooks. III. PROCEDURE 1. Warm up T asks Ss to cover the reading passage, look at the pictures of the two planets and answer the questions. T asks them: - What else can you infer from the pictures? 2. Pre-reading 1a. Look at the pictures and discuss the questions. - What are the names of the two planets in pictures A and B? - How do you think the pictures are different? b. Read the text below and check your answers. 2. Find words in the text that have similar meanings to these words or phrases. Key: 1. poisonous 2. twice 3. experiences 4. traces 5. surface 6. climate 7. accommodate 3. Match the headings with the paragraphs (1-3). There is one extra. Key: 1. C 2. B 3. A 3. While-reading 1. 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. 2. Example: 3. - So what kind of food do you eat? 4. - Well, we eat things like rice, bread, cooked meat. And you? 4.Post-reading Take turns to report what your previous partner said about life on their planet to your new partner to see if he/ she said similar things. Example: New human: What kind of food did the human say she ate? New Martian: She said that she ate rice, bread, meat and fruit and vegetables. New human: Yes, that’s right! 5.homework Do homework in homework book. Retell the contents of the lesson - Prepare next lesson: Skills 2 Find the information about aliens and Period 99 UNIT 12: LIFE ON OTHER PLANETS Lesson 6: SKILLS 2 I. OBJECTIVES: 1. Knowledge: By the end of the lesson Ss will be able to: - Listen for specific information about aliens. - Write to discribe a alien. a. Vocabulary: Vocabulary related to life on other planets. b. Grammar: Review. 2. Competence : Teamwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence 3. Qualities: Ss will be more responsible for and be more aware of protecting and discovering about life on other planets. 4. Skills: listeing and writing II. TEACHING AIDS 1. Teacher: Textbooks, computer accessed to the Internet, projector 2. Students: Textbooks. III. PROCEDURE 1. Checking:During the lesson 2. New lesson: 1 Warm-up - 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. 2 Pre-lisening ST Listen to Tom’s imagined description of what an alien from another planet may be like and answer the question and then fill each blank. Key:2 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 Listen again and tick (9)true (T), false (F) or not given (NG). Key:3 1. F 2. NG 3. T 4. F 5. F 6. F 3.While-listening T sets 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 1and listening in 2 and 3, SKILLS 2 for useful language and ideas. - 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. - Ss swap their writing with a partner. They comment on each other’s work. Ss revise and edit their writing in class if time allows, or else as homework 4 Post-listening T asks Ss to talk todiscribe a alien Ss talk todiscribe a alien T observes and comments 5. homework -Do homework - Complete their writing. - Prepare next lesson: Looking back - Project. Review vocabularies about life on other planets Period 100 UNIT 12: LIFE ON OTHER PLANETS Lesson 7: Looking back + Project A.OBJECTIVES: By the end of the lesson, students will be able to: 1. Knowledge: Revise all the vocabulary, grammar points they’ve learnt, practice doing exercises and speaking with friends about the life on the planets 2. Competence: Co- operation, Self-study, work in pairs, groups.... 3. Qualities: Hardworking, responsible and honest 4. Skills: Speaking, writing B. TEACHING AIDS - Student’s books, textbooks, projector. C. PROCEDURES: * Warm up: Matching (part 1 in page 66) - Ss match the words with the pictures a. weightless P. 1 (picture in textbook) b. spaceship P.2 c. planet d. aliens e. solar system f. space buggy g. Galaxy h. flying saucer I. Vocabulary Fill in the gaps - Ss work in groups of 4 - Ss compare with other group. - Ss answer Keys: 1. accommodate 2. surface 3. traces 4. experienced 5. climate 6. NASA II. Grammar 1. Activity 1: Underline the correct answer - Ss work in pair - Ss share their answers with other pair. - Ss answer. Key: 1. if 2. had been 3. who 4. had been 5. how 6. ate 7. what 2. Activity 2: Make reported questions - Ss work in groups of 4 - Ss discus to put the words/phrases in the correct order - Ss answer 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 what the difference between a planet and a star was. 5. They asked if there was water on Mars. 3. Activity 3: Lucky numbers - Ss in two teams - Ss change the questions into reported questions 1. ‘Did the Roswell UFO incident take place in the U.S. in June 1947?' Nick asked the journalist. 2. LN 3. ‘Why can't people move to Mars immediately?' Diane asked her mother. 4. ‘What are the essential conditions for human life?' the teacher asked her students. 5. LN 6. ‘Have humans been able to communicate with people on other planets?' Samuel asked the scientist. 7. ‘When will humans be able to travel from one planet to another more easily?' the son asked his father 8. LN 9. ‘Who was the witness in the Roswell UFO incident?' Vanessa asked her uncle. Key: 1. Nick asked the journalist if the Roswell UFO incident had taken place in the U.S. in June 1947. 3. Diane asked her mother why people couldn’t move to Mars immediately. 4. The teacher asked her students what the essential conditions for human life were. 6. Samuel asked the scientist if humans had been able to communicate with people on other planets. 7. The son asked his father when humans would be able to travel from one planet to another more easily. 9. Vanessa asked her uncle who the witness in the Roswell UFO incident had been. III. Communication - Ss work in pairs - Ask Ss to do the task in pairs. - Ss practice the dialogue - Ss answers. Key: 1. B 2. D 3. A 4. C 5. E IV. Project - Ss do at home (work in groups of 6) - First, have Ss answer the questions - Ask Ss to work in groups to do the project. - Ss follow the instructions in the book. Answer Ss’ questions if there are any. - Ss may need to complete the project at home. - Ss present their work at next lesson. - T. asks the whole class to vote for the best planned and presented project V. Homework - Do the project - Do exercises in workbook - Prepare next lesson: Revision