Giáo án tiếng anh lớp 8 cả năm khánh lê vân

OBJECTIVE: By the end of the lesson, students can: - use the lexical items related to making a prawn salad - listen and read Nick's mum and Mi's conversation for specific information abo

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Học kỳ II: 17 tuần x 03 tiết/tuần = 51 tiết.

Tuần Tiết PPCT Tên bài/ Unit Nội dung chi tiết

Tuần 20 55

56

57

UNIT 7 UNIT 7 UNIT 7

Getting started

A closer look 1

A closer look 2 Tuần 21 58

59

60

Communication Skills 1

Skills 2 Tuần 22 61

62

63

Looking back & project Getting started

65

66

A closer look 2 Communication Skills 1

Tuần 24 67

68

69

Skills 2 Looking back & project Getting started

Tuần 25 70

71

72

A closer look 1

A closer look 2 Communication Tuần 26 73

74

75

Skills 1 Skills 2 Looking back & project Tuần 27 76

77

78

Review 3 (Language) Review 3 (skills)

45-minute test

Tuần 28 79

80

81

Getting started

A closer look 1

83

84

UNIT 10 UNIT 10

Communication Feedback on test 3 Skills 1

Tuần 30 85

86

87

Skills 2 Looking back & project Getting started

Tuần 31 88

89

90

A closer look 1

A closer look 2 Communication Tuần 32 91

92

93

Test 45’

Getting started

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96 UNIT 12 A closer look 1

Tuần 34 97

98

99

UNIT 12 UNIT 12

A closer look 2 Communication Feedback on test 3 Tuần 35 100

101

102

104

105

Review 4 (Language)

2 nd term exam

Feedback on 2nd term exam

WEEK:20 Preparing date:

Period: 55 Teaching date:

Unit 7: RECIPES AND EATING HABITS

Lesson 1 - GETTING STARTED: My favourite salad

I./ OBJECTIVE: By the end of the lesson, students can:

- use the lexical items related to making a prawn salad

- listen and read Nick's mum and Mi's conversation for specific

information about how to make a spawn salad

- Learn some more famous dishes of some countries in the world

1 Knowledge: - Vocabulary: lexical items related to making a prawn salad

- Grammar: Giving instruction

2 Skills: Practicing skills

3 Attitude: - Positive about recipes and eating habits

- Students know how to learn English in right way

- Ss are interested in doing exercises

4 Competences:

- Co-operation

- Self- study

- Using some vocabularies and structures to talk about their favourite dishes and recipes for dishes

II./.PREPARATION:

1.Teacher: book, planning, picture, laptop, projector

2.Students: books, notebooks

III./ TEACHING METHODS: Communicative approach, group Ss and T’s

activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present…

IV./.PROCEDURE:

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Teacher and Students'

1.Warm up:

Brainstorming

* Find out famous dishes

of some countries in the

world

- Teacher elicits and write

the name of some countries

on the board

? Discuss and find out some

famous or tradition dishes

of these countries

- Have some students write

the dishes on the right

corner of the board

Find out famous dishes of some countries in the world

Countries Dishes

Viet Nam Thailand Japan The USA Mexico The UK Italy India

2.Getting-started:

New words

Teacher use the things in

the picture on page 6-7 to

teach new words

- Follow the seven steps of

teaching vocabulary

I New words

- celery (n): cần tây

- mayonnaise (n): sốt ma-i-on-ne

- versatile (adj) đa dụng

Listen and read

? Cover the text and look at

the picture on page 6-7

? Who can you see in the

picture?

? Where are they?

? What is there on the table?

? What do you think they

are talking about?

- Play the recording and

have students follow along

? Compare your answer

with the information in the

dialogue

II Listen and read

* Suggested answers:

- Mi, Nick and his mom

- In the kitchen

- prawn, celery, lemon salt, pepper, mayonnaise, knife, tablespoon

- They are talking about how to make a salad

1.a Find the words (1a P8)

? Work individually to find

the words with the given

meanings in the dialogue

1.a Find the words (1a P8)

1 starter 2 versatile

3 drain 4 peel

5 chop 6 combine

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? Quickly write the answer

on the board

1.b Word webs (1b P8)

? Work in pairs and

complete the word webs

- Call one pair to write their

answers on the board

? Add more if needed

1.b Word webs (1b P8)

* Ingredients: prawn, celery, lemon salt, pepper, mayonnaise, spring onion

* Preparing and cooking: wash, boil, combine, chop, peel, drain, mix, add

1.c Answer the questions

(1c P8)

? Run through the

questions

- Make sure students

understand them

? First, answer the questions

without reading the

dialogue again

? Exchange your answer

with your partner

? Read the dialogue again

and check

1.c Answer the questions (1c P8)

1 Nick's mum

2 Because it's simple and delicious

3 In the summer time

4 They are versatile, and you can use lots of ingredients in a salad

5 Nick's mum boils and drains the prawns, and mixes the ingredients Mi washes the spring onions, chop the celery, peels the onions, and mix the ingredients

6 Because he finds it difficult to wait for one hour

3.Doing:

1 Matching (2 P8)

? Refer back to the warmer

? Look at the pictures and

match the dishes with the

pictures

? Pair compare

- Play the audio for students

to check and repeat the

answers

III Practice

A Cobb salad B sushi

C steak pie D fajitas

E lasagne F mango sticky rice

G beef noodle soup H curry

2 Discussion (3a P8)

? Work in pairs to discuss

what country in the box is

associated with each dish in

2

- Check and confirm the

correct answers

2 Discussion (3a P8)

A The USA B Japan

C The UK D The UK

E Italy F Thailand

G Viet Nam H India

3 Fill in each blank with

the name of a dish (3b P8)

? Complete the sentences

with the name of the dishes

3 Fill in each blank with the name of a dish (3b P8)

1 lasagne 2 curry

3 steak pie 4 Fajitas

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in 2

? Write the answer on the

board

4 Food quiz (4 P8)

? Work in groups to do the

quiz

5 sushi

4 Food quiz (4 P8)

related to the topic: dishes and

preparing/ cooking

- Encourage them to call out as

many words as possible

Word webs

* Suggested answer:

Dishes: Cobb salad, sushi, steak pie,

fajitas, lasagne, mango sticky rice, beef noodle soup, curry

Preparing and cooking:wash, boil,

combine, chop, peel, drain, mix, add

2.Vocabulary:

- Teacher use the pictures in 1 on

page 9 to teach vocabulary

(situation, realia)

- Follow the seven steps of

teaching vocabulary

I

New words

- whisk (v): đánh (trứng)

- grate (v): nạo

- spinkle (v): rắc

- manirate (v) ướp

- spread (v): phết

- simmer (v): om

- paster (n): mì ống, mì sợi

- batter (n): bột (nhão) làm bánh

? Match the verbs in the box with

the pictures

II

Vocabulary

A chop B slice

C grate D marinate

E whisk F dip

G sprinkle H spread

2 Complete the sentences (2 P9)

? Work in pairs

? Use the correct form of the

verbs in 1 to complete the

sentences

2 Complete the sentences (2 P9)

1 chop, Slice 2 grates, sprinkles

3 Marinate 4 whisk

5 Dip 6 spread

? Run through all the cooking

verbs

? Read the definition and match a

cooking verb in A with its

definition in B

? Work individually

1.g 2 f

3 h 4 c

5 e 6 a

7 d 8 b

4.a Questions (4a P9)

? Look at the picture and answer

the two questions

4.a Questions (4a P9)

- tomato sauce, onion, cheese, apple, bacon, pizza base -> pizza

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? Pair compare

- Elicit their answers

? Have you ever eaten or made a

pizza?

? If so, do you like the dish?

? Describe the process of making

one briefly

4b Complete the instruction

(4b P10)

? Look at the pictures and

complete the instructions

individually

? Then compare the answer with

a partner

- Check the answer as a class

? Can you make a pizza after

reading the instructions

4b Complete the instruction (4b P10)

1 Chop

2 Grate

3 Spread

4 Sprinkle

5 Spread

6 Bake

3 Pronunciation

* Tone in statement used as

questions

? What is a statement?

- a telling sentence that ends with

a full stop

? What is a statement question?

- used to check information has

the order of a statement but ends

with a question mark

- Play the part of the

conversation in GETTING

STARTED which includes a

statement question

? Listen and pay attention to the

intonation of the sentences, give

comment

? Read the REMEMBER box

- Make sure students understand

the information

III Pronunciation

* Tone in statement used as questions

- A statement can be used as a question to

check that the information we have is correct

- When we pronounce a statement question, our voice goes up at the end

1 Listen and draw or

(5 P10)

? Listen to the conversations and

draw correct symbol for the

intonation of each sentence

1 Listen and draw or (5 P10)

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- Play the recording as many

times as necessary

? Practice the conversations with

a partner

2 Complete the mini-dialogues

(6 P10)

? Work in pairs to complete the

mini-dialogues with suitable

statement questions

- Call on some pairs to write their

answers on the board

- Give comment when needed

? Practice the dialogues using the

correct intonation

2 Complete the mini-dialogues (6 P10)

* Suggested answers:

1 You don't like paster?/ Don't like paster?

2 Add some salt?

4.Further practice:

? Recall some cooking verbs

? How is a statement question

pronounced?

5.Production:

? Learn by heart new words

? Do exercises A1,2 P3

(workbook)

? Prepare: Unit 7: A closer look

2

Learn by heart new words

Do exercises A1,2 P3 (workbook)

Prepare: Unit 7: A closer look 2

-0@0 -WEEK:20 Preparing date:

Lesson 3: A closer look 2

I./ OBJECTIVE: - Grammar: Quatifiers, Modal verbs in conditional

sentences type 1

- Vocabulary: words related to dishes

1.Knowledge: conditional sentences type 1 with modal verbs

3 Attitude: - Ss are interested in using Quatifiers, Modal verbs in conditional

sentences type 1 - Positive about recipes and eating habits

4 Competences:

- Co-operation

- Self- study

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- Using some vocabularies and structures to talk about their favourite dishes and

recipes for dishes

activities, play as a character, teaching methods with game, teaching methods by

visual, teaching methods by practising, discussion group, technical present…

IV./.PROCEDURE:

Teacher’s and students’ activities Content

1.

Warmer: Check the old lesson

2.Grammar 1: Quantifiers:

Ask students what a quantifier is, briefly explain

to them that quantifier is a word or phrase that

expresses the amount Tell students that they had

already learnt and know quite a few quantifiers

Elicit examples from students

T may organize a short warm-up activity with

this content Students work in pairs to write

down all quantifiers that they know in two

minutes The winner in the pair with has the

most answers

Activity 1:

1 Ask Ss about the use of the four quantifiers

Make any necessary comments Have Ss do this

exercise individually and then compare their

answers in pairs

Tell Ss that when talking about recipes people

usually use food quantifiers and that the Look

out! box contains the most common ones

Have Ss read the information in the Look

out! box Explain any unclear points If time

allows, ask Ss to give examples with the

quantifiers Ss may also add some more food

quantifiers they know to the list

1 Fill each blank with o, an, some,

or any.

Key:

some

4 some/any 5 a 6 some

7 an 8 any

9 Some

2 Match the food quantifiers with the nouns Some quantifiers can go with more than one noun.

Key:

1.a, g 2 a 3.f,g 4.c 5.h 6 b,d 7.e,f 8 b

3 Read the instructions to make a salad Fill each blank with a

word/phrase in the box.

Key:

1.200grams 2 an

3 tablespoons 4 teaspoon

5 teaspoon 6 some

b Work in pairs Think about a simple salad Write the instructions

on how to make it using the

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Activity 2 :

2 Have Ss do the exercise individually and

then compare their answers with a partner

Remind them that some quantifiers can go with

more than one noun Check the answers as a

class

3.Grammar 2:

Activity 3 : 3 a Have Ss work in pairs to read

the instructions to make a chicken salad and to

fill each blank with a word/ phrase from the box

Check as a class

b Ask Ss to work in pairs, and think about a

simple salad they know Together Ss write the

instructions to J make it Call on some pairs to

read aloud their instructions Other Ss listen,

make comments, and vote for the best salad

T may also organise a competition Have Ss

work in groups to write the instructions to make

a salad on a big piece of paper Once they have

finished, each group sticks their instructions on

the board A board of five Ss act as examiners

This board reads the instructions and gives each

group a mark

Activity 4 :

Have Ss read the two given sentences and

answer the questions Elicit their answers and

quantifiers and cooking verbs you have learnt Share the instructions with the whole class Vote for the best salad.

4 Modal verbs in conditional sentences type 1

4 Read these sentences from the conversation in GETTING STARTED Pay attention to the underlined part and answer the questions.

In conditional sentences type 1, we use a simple present tense in the If-clause and will + bare infinitive in the main clause This is the standard form

Instead of will, we can use other modal verbs such as can, must, may; might or should in the main clause to express ability, permission, advice, possibilities, necessity, etc

Example:

If you cut your finger, it will bleed (standard form)

If you finish your dinner, you can watch TV (permission)

She can learn to become a good cook

if she tries hard, (ability) if he likes eating spicy food, he may/might add chilly, (possibility)

If you don't want to get burnt, you must follow these safety instructions (necessity)

If you feel unwell, you shouldn't eat fast food (advice)

Key: I

1 ability 2 Advice

If + S + V (present simple),

s + can/must/may/might/should + V (infinitive).

5 Match the first half of the sentence in A with the second half

in B.

Key:

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