giao an tieng anh lop 8 tuan 4 sach moi

they learnt in GETTINGSTARTED before moving on to this lesson which focuses on words describing the countryside Pre-listening 10’ Vocabulary: 1.Listen and repeat the words -Ask Ss listen

GIÁO ÁN TIẾNG ANH 8 TUẦN 4

NĂM HỌC 2019 - 2020

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 Ss’ activities Contents

Warm – up.( 5’)

Remind Ss of the vocabulary

Warm – up.( 5’): Review

they learnt in GETTING

STARTED before moving on to

this lesson which focuses on

words describing the countryside

Pre-listening (10’)

Vocabulary:

1.Listen and repeat the words

-Ask Ss listen to the recording

and repeat the words Make sure

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

While-listening(15’)

2.Put the words in 1 into the

appropriate category Some

words can be used in more than

one category;

-Ask Ss work individually

-Let Ss compare their answers

Class work

Class work

Class work

Ss work individually

*Vocabulary:

-hay(adj) -vast (adj) -brave (adj) -nomadic (adj)

Key:

to describ e

Words

people friendly,brave ,

boring,nomadic ,

colourful

with a partner and then discuss

as a class There may be some

variations in the answers For a

more able class , encourage Ss to

explain why they choose that

word for the category

3.Match the nouns / noun

phrases in the box with each

verb

-Make sure Ss understand the

meaning of the verbs first There

may be some confusion about

the difference between /pick/

and /pick up/ is the specific

verbs used for collecting

fruit ,vegetables or flowers

through the action is the same as

the more general team/pickup/

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

- Ss work independently or in pairs

life slow,hard,borin

g, inconvenient, peaceful,nomadi c,

colourful scenery colourful, vast,

peaceful

Key:

-ride : a horse , a camel -put up : a tent , a pole -collect : hay , water -herd : the buffalloes , the cattle

-pick : wild flowers , apples

Key :

1.picking

-Ask Ss use the vocabulary they

have learnt in activities 1 and 3

to do this exercise

-Ask Ss to look at the sentences

and decide if an adjective or a

verb is missing This narrows

down the area of words they

need to refer to

-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

initial clusters

-Ask Ss listen and repeat Pause

the recording to drill difficult

-Have Ss say the words

individually or in small groups

6.Listen and circle the word you

hear

-Have Ss listen and circle the

words

-Have Ss do the activity in pairs

and challenge each other to

Ss into groups of about 6

Individual work

5.peaceful 2.inconvenient /collect 6.nomadic

3.herd 7.vast 4.ridden/ brave 8.put up/ hard

Key:

-/bl/ : blackberry,blind, bloom, blossom

-/cl/ : clothing, climb, click, clay, clock,clear

Key:

1.blame 2.blast 3.blue 4.clock

choose the correct words

7.Listen to the sentences and

repeat

-Have Ss look at the sentences

and underline the words with

clusters /bl/ and /cl/ first

-Ask Ss listen and repeat

Homework(3’):

Prepare unit 2 lesson 3

Ss work in pairs

5.close

Key:

1 blowing 2 climbed 3 bloom 4 clear , blue 5 Blind

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:

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 Contents Warm – up.( 5’)

-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

class ?

Presentation (10’)

1.Complete the passage below

with a suitable comparative form

of the adjectives provided

-Ask Ss do exercise 1 Go round

and help Ss if necessary

Class work

Ss work individually

Warm – up.( 5’): Review

Key:

1.higher 2.easier 3.better 4.more exciting 5.more convenient 6.happier

-let Ss exchange their

answers Check as a class and

write the answers on the board

with the full forms of

comparisons Keep them for later

reference when the comparative of

adverbs is taught

-First revise the different use of an

adjective and an adverb.For

example , T writes :

+Life in the city is slow/slowly

+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

from Ss before letting them read

number 1 in the table

-Then introduce comparatives of

irregular adverbs like /fast/ ,

/hard/,late/,/early/ well/

-Let Ss read number 2 and 3 in the

*Comparative of adverbs : 1.more/less +adverb-(than) is the form of comparative for almost all 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

+hard-.harder +early->earlier +late->later -The rain is coming Let’s run faster

3.Some irregular forms of adverbs

7.more friendly 8.fast

9.safer 10.best

Key:

Practice(20’)

2.Complete the sentences with

suitable comparative forms of the

adverbs in the box

-Ask Ss prepare Ex2 individually

-Ask Ss give the keys

-Ask Ss write their keys on the

board

3.Finish the sentences below with

a suitable comparative forms of

hard ,late,fast, well and badly

-Ask Ss prepare Ex3 individually

-Ask Ss practice before the class

comparative forms to complete

the sentences

-Have Ss do this exercise

independently

-Check the answers as a class

Further practice (7’)

of manner +well->better +badly->worse -I believe you’ll do better in the next test

Ss prepare Ex2 individually

Ss prepare Ex2 individually

Ss do this exercise independently

1.more slowly 2.more soundly 3.less traditionally 4.more generously 5.more healthy

Key:

1.better 4.harder 2.faster 5.worse 3.later 6.earlier

Key :

1.more optimistically 2.more popularly 3.less densely populated 4.more quickly

5.more easily 6.better

Key:

1.The countryside is more peaceful than the city

2.A computer works faster at calculus than a

5.Write the answers to the

questions below

-Ask Ss do independently Walk

around and help Ss who have

difficulty writing the answers

-let Ss check their answers with a

partner Check as a class and write

the correct answers on the board

underlining the comparatives

Homework(3’):

Prepare unit 2 lesson 4

Ss do independently

human being 3.Life in a remote areas

is harder that that in a modern town

4.Ho Chi Minh City is more expensive than Hue

5.A buffalo can plough better than a horse

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 :

- 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 Contents Warm – up.( 5’)

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

Introduction

Pre-speaking (10’)

Vocabulary:

-Refer to the words in the Extra

vocabulary box

-Ask Ss if they know their

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

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

countryside They all have very

different opinions of the

experience

-Now ask Ss to read the

posts Check that everybody

Class work

Class work

*Vocabulary:

-disturb (v) -beehives (n) -dig hole (n) -unforgettable (adv)

understands the meaning of each

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

talking about their experiences

countryside They all have very

different opinions of the

experience

-Now ask Ss to read the

posts Check that everybody

understands the meaning of each

post before moving on

Post-speaking (12’)

3.Work in groups Reply to the

Ss prepare Ex2 individually

Key:

Posit ive

Neut ral

Negat ive Den

nis from Lond on Julie from Paris Phir un from phno m Penh Yum i from Seou l Emi from Toky o Lan

osts in 1 Write down your

replies

-Explain that now they have a

chance to reply to each post with

their own opinions

-Hand out a piece of blank paper

for each post

-Have the group write the name

of each post at the top eg Bob

from London

-Ask each S write a short reply

to a post and then passes the

paper to the person on their

left They take the next paper

from the person on their

right ,They read the reply and

then add their own

-Ask Ss refer to the examples as

answers Encourage 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’):

Ss work in groups

from Ha Noi Bob from Hon g Kon g

Sample example:

Discuss and share your replies with the class

-Bob : In my opinion ,the countryside has benefits that a boring person would never discover

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

Prepare unit 2 lesson 5

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