Giáo án Tiếng Anh 8 Unit 8: English speaking countries mới, chuẩn nhất

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UNIT 8 ENGLISH SPEAKING COUNTRIES

I /Aims :

1 Knowledge: By the end of the lesson, students should

be able to:

By the end of this unit, students can:

* pronounce the words ending in – ese and ee correctly inisolation and in context

* use the lexical items related to the topic of people and places inEnglish speaking countries

* use the present simple to talk about future activities

* write a description of a schedule for a visit or a tour

II Methods: Introduce the lessons, lead in the new lesson

Students practice in pairs( close pairs and open pairs), discuss in groups

III.Teaching aids: English book 8, CD audio player, pictures,

sub-board

IV Anticipated problems:

- Some students may make mistakes when using the presentsimple to talk about future activities

V Procedure.

UNIT 8: ENGLISH SPEAKING COUNTRIES.

PERIOD 65: lesson 1: Getting startedI/ Objectives:

1 Educational aim: - Introduce the topic of the unit

2 Knowledge

- Vocabulary: lexical items related to the topic “ English speaking countries”

- Grammar: Review: use the present simple to talk about futureactivities

3 Skills: L, S, R, W

II/ Teaching aids:

- T: lesson plan, visual pictures

- Ss: vocabularies related to hobbies

Show them to Ss and have themguess what country eachmonument/item is from Ask Ss

if they know of a common thingamong these countries It’s thelanguage: English

Write the title “English speakingcountries” on the board Ask Ss

to call out names of Englishspeaking countries and theirmain cities Then ask Ss to shareany interesting facts they knowabout these places.Ask Ss toopen their books and look at thepicture Ask them somequestions:

1 Ask Ss to look at the title ofthe conversation and thepicture Ask them somequestions:

* Where are the children?

* What do you think they aredoing?

Vocabulariesrelated to “English

speakingcountries”

Vocabulariesrelated to

“Englishspeakingcountries”

*Vocabulary1.Awesome

2 Any of thefollowing:

Absolutely/

+whole class.

Whole class Individual Pair work

Individual

Ss answer the questions as aclass.

Play the recording and have Ssfollow along

a Find a word or an

conversation which you use when you….

Ss work independently Guide Ss

to look at the beginning of areply/ a sentence for theanswers Allow Ss to shareanswers Check their answers

Key: 1 Awesome, justawesome 2 Any of thefollowing: Absolutely/ Right

3 It’s hard to say

4 PerhapsAsk Ss: Do you know any otherexpressions which have thesame meaning?

b Read the conversation again and answer the questions.

Play the recording again withoutletting Ss read along Ask ss totry to answer as many questions

as possible Ss then read theconversation again to checktheir answers Have some Ssread out their answers Correctthe answers as a class

Key: 1 He’s at aninternational summer camp (inSingapore)

2 They come fromdifferent countries/ from all overthe world

Right

3 It’s hard

to say

4 Perhaps+ accent (n)

* Grammar:

Review: usethe presentsimple totalk aboutfuture

activities

Individual Pair work

Individual

Pair work

Individual

Pair work

4 Because he uses Englishevery day with people fromdifferent countries.

5 Two boys from Australiaand a girl from the USA

6 After July 15th

2 Complete the sentences with the words or phrases from the box.

Ask Ss to underline these words/

phrases in the conversation andmake sure they understand their

independently to complete thesentences Have them sharetheir answers in pairs Thenelicit the answers from thewhole class

Note:

Your first language is oftenknown as your mother tongue,and your second language mayrefer to a language used as anofficial language in your country,like English in Malaysia,Singapore, India or it couldsimply mean the foreign

1 the USA

UnitedKingdom 3

The UK, orthe UnitedKingdom =Great Britain+ NorthernIreland

GreatBritain/

Britain =England +Scotland +Wales

The USA =The UnitedStates ofAmerican It

known asthe US, orthe united

Individual Pair work

Individual Whole class

Group work

Whole class

language you learn at school aspart of the curriculum.

3 Put the names of the countries under their flags.

Have Ss work in pairs/ groups tomatch the flags with thecountries T checks

The UK, or the United Kingdom

= Great Britain + NorthernIreland

Great Britain/ Britain = England+ Scotland + Wales

The USA = The United States ofAmerican It is also known as the

US, or the united States, or evenjust the States

In Canada, there are two officiallanguages: English and French

4 GAME: Where are they?

From groups of five or six Thefirst group to find all thecountries wins If possible,prepare a black and white worldmap on A3 paper or quicklydraw a world map on the board

Ask one student from thewinning group to go to the boardand mark the six countries sothat other groups can see andcheck

- Learn by heart vocabulary & grammar

Do exercises……in workbook

States, oreven just theStates

In Canada,there aretwo officiallanguages:

English andFrench

………

………

UNIT 8: ENGLISH SPEAKING COUNTRIES.

PERIOD 66: lesson 2: A CLOSERLOOK 1

- Pronunciation: Stress In words ending in – ese and –ee

3 Skills: Speaking, Listening and writing

II/ Teaching aids:

- T: lesson plan, visual pictures

- Ss: vocabularies related to English speaking countries

1 Write the names for the people who belong

to these places Then listen and repeat the words.

Ask Ss to work individually Thenallow them to share their answerswith a partner Play the recording for

Ss to check their answers

Ss listen and repeat (Point out thechange of stress from ‘Canada toCa’nadian)

Key:

1 the Americans 2 The English

3 The Scottish/ the Scots

English speaking countries

+whole class

Whole class/ individuals

Individuals

Steps and

time Learning activities Language focus Models

A Warm –

up( 5’): Ask Ss to call out the names ofsome English speaking countries

they learnt in the previouslesson Tell them that in thislesson they are going to learndifferent forms of some words as

+whole class, teamwork

(25’) well as some words/ phrasesrelated to the topic

1 Write the names for the people who belong to these places Then listen and repeat the words.

Ask Ss to workindividually Then allowthem to share theiranswers with a partner

Play the recording for Ss

to check their answers

Ss listen and repeat

(Point out the change ofstress from ‘Canada toCa’nadian)

8 The New Zelanders

2 Change the words into a noun(N, an adjective (A) or verb (V).

Ask Ss work individually or

in pair Check the answers

as a class If time allows,have two Ss write theiranswers on the board andthen confirm the correctanswers.Key:

5 Ireland –the Irish

6 Canada –the

Canadinas

7 Australia

Australians8.New

Zealand –the NewZealanders

IndividualPair work

+whole class, teamwork

Individual

3 Use the words in the box to complete the sentences

Firstly T asks Ss to readeach sentence and decidewhat the part of speech isfor each word to be filled

4 Match the words/

phrases with the pictures.

T has Ss look at thepictures Ask them whatthey see in each of them

Allow them then to workindividually to match thewords/ phrases to the

N = icon5

SpectacleA=

monumen

5 state

6 cattlestation

Whole class

Whole class

Individual

+whole class, teamwork

1, they might see thesethings or ask them to give

an example of thesethings

Key: 1 castle 2 loch

With stronger groups,have Ss mark the stress inthe words first and saythe words aloud beforethey listen to therecording Then play therecording for them tolisten, check and repeat

script:

Canto’neseemploy’eeTaiwa’neseadop’tee - ese:

Contonese, Taiwanese,Japanese, PortugueseJaerviepa’nese

Canto’neseemploy’eeTaiwa’neseadop’tee

- ese:

Contonese,Taiwanese,Japanese,PortugueseJaerviepa’nese

addre’ssee -ee:

employee,adoptee,addressee,intervieweePortu’gueseinterview’ee

Whole class

addre’ssee - ee:

employee, adoptee,addressee, intervieweePortu’guese

of hands from the rest ofthe class if they think thestress is correct or not

Then play the recording

Ss listen, check and saythe sentences Have Sscorrect the stress on theboard if necessary Call onsome Ss to say thesentences individually

*Feedback:…

………

………

UNIT 8: ENGLISH SPEAKING COUNTRIES PERIOD 67: lesson 3: A CLOSERLOOK 2

I/ Objectives:

1 Educational aim: By the end of the lesson, ss will be able to know how to usethe grammar points correctly

2 Knowledge:

- Vocabulary: words related to the topic

- Grammar: Present tenses

3 Skills: Speaking, reading and writing

II/ Teaching aids:

- T: lesson plan, visual pictures

- Ss: study the lesson in advance.

1 Complete the sentences with the correct forms of the verbs ( present simple, present continuous or present perfect tense)

Remind Ss about the use

of the present simple,present continuous andpresent perfect and theirdistinct time signals

Then let them do 1individually Allow Ss toshare ideas in pairs orsmall groups Encourage

Ss to explain how theydecided on the tense ineach sentence Correct

Let Ss work individuallyfirst Then let them

Grammar points:

present simple,present

continuous orpresent perfecttense ( theuses and theforms)

1 has served

increasing3.symbolizes

IndividualPair work

+whole

3a Read the schedule and underline the

sentences describing the activities.

Ask Ss to read themonthly schedule for theextra activities atVancouver ChristianSchool Then have themunderline the verbs inthe sentences

Key:

1 The DebatingCompetition takes place in the Main Hall

on April 3 rd

2 The bus for theexcursion to thechocolate factory

leaves at 8.00 a.m os

REMEMBER!

We use the present simple with a future meaning when

we talk about schedules, programmes, ect( for example:

publis transport, cinemas,

television, school….)Ex:

+ The train to Bristol leaves at 11.45 from platform four

+ Our school year starts next week on

September 5 th

class

Group work.Individual

Whole class

IndividualPair work

+whole class

Individual

as ‘Is a schedule usuallyfor present or futureactivities?’ Then have Ssread the REMEMBER!

Box

Key: 1 The future

2 The presentsimple

4 Use the verbs in the box

in the correct forms to complete the sentences describing other activities.

Have Ss do this exerciseindependently T checkthe answers as a class

Ss do this exercise

Whole class

encourages them to beimaginative Walkaround and help Ss withnew vocabulary Ss canexchange and talk abouttheir schedule with apartner first Once theyhave done this, askthem to write down thesentences Remind Ssthat in this case, thepresent simple is used totalk about practicalinformation: place, time,day, date, so this should

be the focus of theirsentences Ss can usethe sentences in 4 as amodel If time allows, letthem share with theclass Otherwise, T mayset the writing forhomework

Ex 3, 4, 5 - Workbook

*Feedback:…

………

………

UNIT 8: ENGLISH SPEAKING COUNTRIES.

PERIOD 68: lesson 4: COMMUNICATION

I/ Objectives:

1 Educational aim:

By the end of the lesson, ss will have some general knowledge of peoples

and landmarks in English speaking countries

2 Knowledge:

- Vocabulary: extra words related to the topic

- Grammar:

3 Skills:

- Speaking, reading and writing

II/ Teaching aids:

- Lesson plan, visual pictures, text book

Encourage Ss to talk in English

Tell Ss that in this lesson they will havethe oppoturnity to explore peoples andlandmarks in English speakingcountries

- T goes trough the extra vocabulary with

Ss If Ss donot know any word in the box,

whole class

Whole classIndividual

T quick teaches it.

+ territory (n): land that is under the control of a particular country

+ North Pole (n): the point on the surface

of the Earth that is furthest north

+ Arctic Circle (n): an invisible ring on themost nothern part of our planet, including the Arctic region; the center of the Arctic Circle is the North Pole

1 Do the quiz and choose the correct answers.

Have Ss do the quiz individually

as quickly as possible Set a time limit to keep the pace lively and increase the fun element Ss thenshare their answers in pairs or small groups and discuss where their answers differ Check as a class by asking for a show of hands for each question Note that the quiz format should be kept light and fun

Have Ss work independently

Then Ss compare their answers inpairs T confirms the correctanswers as a class

+ North Pole (n): the point on the surface of the Earth that is furthest north

+ Arctic Circle (n): an invisible ring on the most nothern part of our planet, including the Arctic region;

the center of the Arctic Circle is the North Pole

1 the USA

Zealand

3 The UnitedKingdom

4 Canada

5 Australia

Whole classIndividual

+whole class, individual

Work in person

Both activities 1 and 2 are to

confirm and broaden Ss’

knowledge of English speakingcountries and focus on Englishfluency Encourage them todiscuss with one another Theexperience will be moremeaningful this way

3 GAME: How much do you know about a country?

a Work in groups Choose a country and together find out as much about it

as possible Then prepare a small introduction of that country Don’t say the name of the country.

Put Ss into groups of five or six

Explain that now they have achance to put together what theyknow about a country, includingall the information they have got

so far from the lesson too Askthem to write the information inshort notes first withoutmentioning the name of thecountry (e.g: -far north/ northAmerica; -cold; -two languages:

English and French…)

b Each group then presents their introduction to the class The class…

Ask each group to stand up infont of the class Each member ofthe group will give one fact aboutthe country When they havefinished, the rest of the class canguess what country it is Whereevery group has done theirpresentation, the class can votefor the most informative and

Whole class

Group work

Whole class