GIÁO ÁN 8 MỚI (TUẦN 5)

- T runs through the given informaton by asking SS to look at the changes ( A- F) – asks the Qs to make sure that Ss understand the meanings os all the words or phrases.. - T plays the [r]

Date of preparing: 1.10.2020 Period: 13

UNIT 2: LIFE IN THE COUNTRYSIDE LESSON 5 : SKILLS 1 ( P 22,23 )

A OBJECTIVES:

- By the end of the lesson, students will be able to read for general and specific 3 paragraphs about nomadic life , then talk about their feelings/ opinions

+ Vocabulary: nomad; pasture; dairy;

+ Grammar:

- Skills: develop and practice reading and speaking skills

- Political thought and moral sense: help Ss explore and understand more about the life of nomad to get to know more about colourful life around the world

B TEACHING AIDS:

- Textbook , teacher’s book , lesson plan , board , chalks, pictures and posters

C METHODS: Matching, open – prediction questions; multiple choice; discussion.

D CONTENTS:

I

Oganization:

- Greeting

- Number of students

II Revision / Warmer: (5’)Brainstorming:

- T draws the net on the board

- T gives the instructions: write down as many words or phrases that refer to the topic “Nomadic life” as

possible

- T models the first one

Move a lot

Nomadic life

- T checks Ss'

understanding

- Ss think and prepare in about 1 minute

- T divides the class into 2 groups T gives the name -> checks

- One by one student from each group comes to the board and writes one answer

- T corrects then praises the winner

+ Possible answers : live/ sleep in tents; herding cattle; look for new pastures/ grasslands; see / meet a lot

people; dairy products; brave; patient; ride horses

III New lesson:

1- Reading(17’)

*Activity 1: Read the passage “ Nomadic life on the Gobi Highlands” and choose the best heading for each paragraph( part 1- p.22)

- T runs through the headings to make sure that Ss understand their meanings

- Let Ss read the passge quickly and find out the new words

- T explains the new words if necessary , let Ss copy them down

- Let Ss read again the passage, choose the most suitable heading A, B, C for each paragraph T can asks Ss to underline the words or phrases which help them make their decision

- Let Ss exchange their ideas- then T collects SS’ answers

- T sometimes can ask Ss to explain about their choice

- T corrects ‘ gives feedback

+ Key:

1 The important of cattle to the nomad

2 The nomad’s home

3 Nomadic children’s life

* Activity 2: Matching the descriptions with the words and phrases from the passage(part 2- p.22)

- T runs through the words and phrases and the description

- Let Ss read the passage again and underline the words a-e

- T lets Ss try to guess the meanings of these words, based on the context.

- Let Ss complete the Exercise independently

- T asks Ss to work in pairs- one reads the word/ phrase, another reads the description

- T corrects Ss’ ideas- gives Ss time to learn by heart the description

+ Key: 1- b; 2- d; 3- e; 4- a; 5- c.

* Activity 3:Multiple choice.( part 3- p 22)

- SS may be able to remember the main information of the passage without having to read it

- T asks Ss to read the questions and do the Ex individually.( T can look for key words which can help them find the part of the passage where the information for the answer is given

- T asks Ss to read out their asnwers

- T then corrects the answers with the class

+ Key: 1- A ; 2- C; 3- A ; 4- B; 5- B ; 6- D

2- Speaking(18’)

* Activity 1 Interview( part 4- p.23)

- T asks Ss to read the passage again and underline at least one thing they like about Mongolian nomadic life and one thing they don’t like about it

T gives time for Ss to prepare their own ideas, and then let them start the interveiw : one asks , one asnwers- based on the facts they have underlined T encourage them to follow up and talk about as many different details

as possible

- T can ask some pairs to report on their likes and dislikes T can also make 2 lists of their likes and dislikes on the board and see which ideas are the most common

- T corrects Ss’ pronunciation and intonation after speaking

* Activity 2.Discussion( part 5- p.23)

- T asks Ss to move from talking about nomadic life to the countryside in Viet Nam

- Let Ss work in pairs, discussing which two things they both like and which two things they both dislike , and explain about their choice

- T asks Ss to make a list in their notebooks in order to report to the class.

- T corrects the As, corrects Ss’ pronunciation and intonation after all, adds more ideas, asks Ss to take notes

IV Summary (2’) - T asks students to repeat the main contents of the lesson V Homework: (3’) - Learn by heart all the vocabulary - Do the exercises: 1, 2, 3 in part D- Unit 2- W.B - Prepare the new lesson: Unit 2: Lesson 6: Skills 2 E EVALUATION:

-Date of preparing: 1.10.2020 Period: 14

UNIT 2: LIFE IN THE COUNTRYSIDE LESSON 6: SKILLS 2 (P 23)

A OBJECTIVES:

- By the end of the lesson, students will be able to listen to get specific information about changes in the

countryside , then write a paragraph about the changes in the rural areas

+ Vocabulary:

+ Grammar: present simple/ continuous

- Skills: develop and practice listening and writing skills

- Political thought and moral sense: help Ss understand more about the changes in the countryside nowadays , comparing with their life in the city

B TEACHING AIDS:

- Textbook, teacher’s book, lesson plan, board, chalks, posters and pictures, cassette and the CD record,

computer and projector

C.METHODS :- Chatting, open - predictions, listen and check, matching and write up

D CONTENTS:

I Organization:

- Greeting

- Number of students

II Revision / Warmmer: (5’)

*Brainstorming:

- Let Ss work in 2 groups, go to the board to write the words about the country life and the city life

- Corrects the mistakes and gives marks to students

+ Possible answers :

- big buildings

- plenty kinds of goods

- cars

- modern

- motorbikes

- noisy

- dirty

- busy

- parks

- shops

- traffic jams

- beautiful views

- small houses

- quiet

- goods

- trees

- gardens

- friendly

- fresh air/ food

- cheap

- bikes

- entertainments

- polluted air

III New lesson :

A Listening( 15’)

* Activity 1: Listen and tick( part 1- p.23).

- T sets the scene using the picture

- T runs through the given information by asking SS to look at the changes ( A- F) – asks the Qs to make sure that

Ss understand the meanings os all the words or phrases

- T plays the recordings , let Ss listen and tick the changes which are mentioned

+Key: B; C; D; E; F

* Activity 2: Listen and decide T/F statements ( part 2 – p.23)

- T and WC runs through the statements

- T checks if Ss know the word” earthern”

- Let Ss listen to the tape then decide which sentence is T or F.( twice)

- Ss listen individually then compare with their partners

- T gets Ss’ answers then corrects

+ Key: 1- F ; 2- T ; 3- F; 4- T; 5- T

* Activity 3: Listen and answer the questions( part 3- p.23):

- T runs through the Qs by asking them to read the Qs to see what kinf of information they need to find out ( Some Ss might be able to answer some Qs without listening to the recording again

- T plays the recording – Let Ss listen and decide what word or phrase to write down for the As

- Let Ss compare their As with a partner T checks as a class

- T asks Ss to answer in full sentences first, then asks some other to answer again within 4 words to focus on the key words

+_Key:

2- Life outside the village 4- The way of life.

B Writing( 20’)

*Activity 1: Listing: ( part 4- p.23)

- T reminds Ss of the changes in the village from the listenning passage

- T can help by writing the changes in brief on the board as a guide for the writing Ex

Eg/ earthern house > brick house

- Let Ss use the information and the example given in part 4 to write their opinions about the changes

- T corrects Ss’ mistakes

*Activity 2: Discussion( part 5- p.23)

- Places Ss into groups of 3 or 4 Ss in each grouop work together to decide which rural area they will talk about-then discuss and note down some changes they can find in this area

Eg/ Changes in Co To island, QuangNinh province:

The island connects with the national electric grid

Hundreds of houses, standard hotels and guest houses are newly built

More travelers visit the island

People can get around the island by electric bus

Jobs on the island are changing towards the tourism sector

*Activity 3: Writing:( part 6- p.23)

- Let Ss work in groups of 8, use the notes about the changes in the rural area they have discussed to write a paragraph describing the changes T can guide their writing by providing them with some key words/ phrases like “ The first change is / The changes we are most interested is ”

- If there is not enough time to write in class, T can assign as homework

+ Sample writing:

Co To Island has had lots of changes since it connected with the national grid in 2013 The firsat change is m any new houses and hotels are sprouting up, transforming a landscape that was once covered with old trees and a

few farms Main routes are also built and people can get around the island by electric bus Jobs on the island are changing towards the tourism sector and tourism services are now blooming More and more travelers visit the island Co To welcomed nearly 60,000 tourists in 2013 and it is likely to receive about 70,000 tourists in 2014

IV Summary (2’)

- T asks students to repeat the main contents of the lesson

V Homework: (3' )

- Finish your writing

- Do the exercises: 1, 2 in part E – Unit 2- W.B

- Prepare the new lesson: Unit 2: Lesson 7 : Looking back + project

E EVALUATION:

-Date of preparing: 1.10.2020 Period: 15

UNIT 2: LIFE IN THE COUNTRYSIDE LESSON 7: LOOKING BACK + PROJECT ( P 24 - 25)

A OBJECTIVES:

- By the end of the lesson, students will be able to review some vocabulary and the use of comparative forms of adjs and advs, then practice speaking more in “Communication”

+ Vocabulary:

+ Grammar: Review the use of comparative forms of adjs and advs

- Skills: develop and practice speaking and writing skills

- Political thought and moral sense: helps Ss love the countryside as well as our country

B TEACHING AIDS:

- Textbook, teacher’s book, lesson plan, board, chalks, posters and pictures and the projector

C METHODS: - Picture drill, gap-fill, matching ,role-play, discussion.

D CONTENTS:

I Organization:

- Greeting

- Number of students

II Revision / Warmer:

III New lesson :

A Vocabulary: ( 7’)

*Activity 1: Matching( part 1- p.24)

- T runs through the words- then do the Ex individually

- T checks Ss’ answers

+ Key:

Picture a: peaceful, vast, quiet, pasture, paddy field

Picture b: quiet, colourful, paddy field, harvest time, rice

Picture c: peaceful, vast, quiet, nomadic life, inconvinient, ger, pasture, cattle, horses

- T can ask Ss to make senmtences using the words to describe these piuctures

*Activity 2: Picture description:( part 2- p.24)

- Let Ss look at each picture and the verb that goes with it

- T asks Ss to write the sentences in full forms into their notebooks – notes Ss the tense which is used to describe the actions in the pictures

- T goes round while Ss are writing and helps them with their difficulties

- When Ss have finished, T calls some Ss to go to the board and write

- T and Wc correct the answers, gives feedback

+ Suggested answers:

1- A boy is riding a horse

2- A man is herding his cattle/ sheep.

3- A girl is picking apples from an apple tree.

4- A boy is flying his/ a kite.

5- The childrewn are running around in the fields/ countryside.

6- A woman is collecting water from the river.

B Grammar: ( 10’)

* Activity 1: ( part 3- p 24 )

- T and WC run through the pictures and the completed sentences

- Let Ss complete the task independently- then exchange the As with their partners

- T calls some Ss to read out their answers- T corrects mistakes

+ Key:

1- faster than

2- earlier than

3- better - than

4- more skillfully than 5- more beatifully than

1 less 2 more 3 more 4 Go outside… 5 Watch less TV… 6 Do more exercise…

* Activity 2: ( part 4- p 24 )

- T asks Ss to read the situations carefully and decide which two things are being compared

complete this task in pairs ( Ss may refer to the sentences in Ex 3 as a guide for this sentence completion)

- Let Ss complete the Ex independently, compare with their partner

- T asks Ss to read out their answers- T gives feedback

+ Key:

1- fasrter than

2- more happily than

3- more heavily on the weather than people in many other jobs

4- worse than I do

C Communication (13’): (part 5 p24)

- T sets the sence, then divides into groups- They take turns to ask and answer the Qs and note down the answers

- T asks the groups the assign the representative to report their findings to the class

D Project (5’)

- T divides the class into groups of 4 or 5- instructs them on what they have to do

- T asks Ss to create a rural place they dream of or would like to live in Have them imagine the things they could do in such a place- Encourage Ss to think creatively and daringly

- T hands out the 2 pieces of paper to each group: one for brainstorming the ideas, one for drawing the picture

- Let Ss take turn to draw the picture and write down the activities

- T moves around and helps if Ss have any difficultiy with vocab

- The picture will probably have to be finished out of the class hours as homework

- Have Ss present their countryside picture in the next lesson- When all the groups have given their presentation, the WC can vote for the best

IV Summary.(2’)

- T asks students to repeat the main contents of the lesson

IV Homework: (3’)

- Learn by heart all the vocabulary and grammar

- Finish the project (p 25) at home

- Prepare the new lesson: Unit 3 Lesson 1: Getting started

E EVALUATION: