Kế hoạch bài dạy Tiếng Anh 8 - Unit 1: Leisure activities - Lesson 3 - Năm học 2022-2023 - Trường THCS Trần Kim Xuyến

Nội dung tài liệu: Kế hoạch bài dạy Tiếng Anh 8 - Unit 1: Leisure activities - Lesson 3 - Năm học 2022-2023 - Trường THCS Trần Kim Xuyến

1. Lesson plan 8 – Week 2 Date of planing: 17/ 9/ 2022 Period 4 UNIT 1: LEISURE ACTIVITIES Lesson 3: A closer look 2 A. AIMS OF THE LESSON. By the end of the lesson 1. Knowledge . - Understand new grammar : +Verbs of liking +gerunds +Verbs of liking +to –infinitive. - Practice by using them to do exercises. 2. Ability: - Develop the ability use of language. - Communicate, self-learn capacity. - Cooperative capacity (work in groups to finish the task) 3. Quality: - Find out some activities Sts can join leasure time. - Be interested in doing exercises and making sentences with new structures, 4. Skills: - Practice doing exercise skills (Listening, speaking, reading and writing skills). B. TEACHING EQUIPMENT AND LEARNING MATERIALS Lesson plan, student’s book, workbook, personal computer, TV. C. PROCEDURES Warm up: Game:(Network) Verbs -Have Sts work in 2 teams. love express -Get Sts to write down the verbs express hobbies. hobbies -Give feed back and decide which is the winner of the game. -Provide some more verbs about hobbies. I. Presentation: - Play the recording in GETTING STARTED for Ss to listen. - Have Sts to underline the verbs of liking followed by gerunds or to-infinitives that they find in the text. - Go through the Look out box with Ss. - Introduce Sts to the Learning tip box Grammar: Verbs of liking + gerunds/ to V (If we want to follow a verb with another action, we must use a gerund or an infinitive// some verbs are followed by only gerunds: enjoy; fancy; detest ) ex. She loves going out with her friends. = She loves to go out with her friends. - Text Sts that verbs of liking/disliking are often followed by gerunds, but verbs such as love, like, hate, start and prefer may go with gerunds or to-infinitives with almost no change in meaning. II. Practice:
2. Activity 1: Tick () the appropriate box. Then Listen and check (Ex2 - P9) - Have Sts to work individually and then compare the answers with their partners. - Play the recording for Ss to check their answers. - Give feedback and evaluation. * Keys Followed by Followed by both gerund only gerund and to- infinitive 1. love  2. enjoy  3. detest  4. prefer  5. fancy  Activity 2: Write the correct form of the verbs (Ex3 - P10) - Ask Sts to work in pairs. - Call Ss to read the aloud the answer. - Give feedback and evaluation. * Keys: 1. making 2. to watch/watching 3. skateboarding 4. to learn/learning 5. Sitting Activity 3: Look at the following e-mail that Minh Duc wrote to a new penfriend. (Ex5 – P.10) - Have Ss quickly familiarize themselves with the e-mail by asking: ? Who wrote this e-mail ? To whom? ? What is it about? - Give Sts to scan the email to find the answers. - Give feedback and evaluation. a. Find 6 mistakes – correct. - Ask Sts to work in pairs. - Call Ss to read the aloud the answer. - Give feedback and evaluation. * Keys: 1. like do =>like to do/ like doing 2. enjoy do =>enjoy doing 3. like have => like to have/ like having 4. mind to do => mind doing 5. hate spend => hate to spend/ hate spending 6. love eat => love to eat / love eating IV .Further practice. Activity 4: Discuss - Work groups. - Ask Ss to read the e-mail again and answer the questions (Ex5b- P10).
3. - Call Ss to read the aloud the answer. 1. The activities Duc mentions in his e-mail are ; playing video games , watching TV , going to the park , playing football , helping his parents , doing homework and eating out with his family 2.The two activities he enjoys the most are playing football with his friends and eating out with his family V.Homework: - Learn by heart vocabulary and structures. - Do Ex. 4 - P.10 in student book. - Write an e-mail to tell your friend about your free time, using the verbs of liking +gerunds or verbs of liking + to- V. -Prepare “Communication”
4. Lesson plan 8 – Week 2 Date of planing: 17/ 9/ 2022 Period 5 UNIT 1: LEISURE ACTIVITIES Lesson 4: Communication A. AIMS OF THE LESSON. By the end of the lesson 1. Knowledge . - Read some articles on the 4T website for general and specific information about . - Understand some abbreviations and talk how they spend their free time - Use the lexical items related to the topic" leisure activities" - Use verbs of liking that are followed by gerunds and to –infinitives. 2. Ability: - Communicate, self-learn capacity. - Cooperative capacity (work in groups to finish the task) 3. Quality: - Have serious attitude in learning and love learning English. -Be interested in taking part in leisure activities. 4. Skills: - Develop speaking, reading and writing skills. B. TEACHING EQUIPMENT AND LEARNING MATERIALS Lesson plan, student’s book, workbook, personal computer, TV C. PROCEDURES Warm up: Game: Building up - Have Sts to list the leisure activities they take part in in their free time one by one in two teams. The team gets more activities is the winner. - Get Sts to give their opinions about the activity they do. - Asks Sts to find some activities a bit unusual and talk about them to the class then talk about what they think about them. II. Learning about the website on internet. 1. Vocabulary: window shopping(n): đi chơi ngắm đồ bày ở cửa hàng forum(n): diễn đàn (to) sound weird: nghe có vẻ khác thường/kì quặc (to) be hooked on something: yêu thíc cái gì (to) be addicted to something: nghiện cái gì (to) hang out(with S.O): đi chơi (với bạn bè) - Gets SS to try to guess the meaning of the extra vocabularies(if they don’t know) 2. Read the article on the magazine 4teen website: - Give Sts to look at the photos of them(with name and country). - Ask Sts to guess what each person likes doing as leisure activities. - Set the reading time limit(2mins) and have Sts speed read text. * Memory game:
5. - Ask Sts to close their books and tell how much information they can remember from the text (not check comprehension) in two competing groups. 3. Building net lingo dictionary: - Asks Ss if they notice any other particular features of the text. - Elicit Ss’ answers by drawing their attention to the form of the text(Eg. Its layout and abbreviation), explain that this is from a webpage and abbreviation. - Get Sts to underline and tell if they understand the abbreviation in the text. Then look at “net lingo” dictionary if necessary. - Ask Ss to add more other abbreviations used for online chatting/texting they know or may create to their own dictionary in groups of 4 or 5, then ask other groups to guess the meaning * Example: ASSP= as soon as possible: càng sớm càng tốt B4 = before trước đây B4N= bye for now: bây giờ xin tạm biệt BBL = be back later : lát nữa trở lại nhé BRB= be right back: hãy trở lại ngay BTW =by the way: nhân đây CUL8R/CYL= see you later: hẹn gặp lại sau FYI= for your information: cho biết tin GG= Got to go/ G2G= got to go/ GTG= got to go: phải đi đây GL= good luck= chúc may mắn GR8= greet:= tuyệt vời GRRRR= I’m mad: tôi phát điên lên đây HB =hurry back: hãy trở lại nhanh nhé J/K= Just wondering: chỉ tự hỏi L8R= later: sau đó LUV= love: yêu MYOB= mind your own business: lo chuyện của anh đi N2M =not too much: không nhiều lắm NMN= ever mind:không sao/ đừng bận tâm NP= not problem: k có chi OIC= oh, I see: ồ,tôi hiểu RU =are you?: bạn đó hả THKS/THX= thanks: cám ơn U=you: bạn TTYL= Talk To You Later: lần sau noi tiếp nhé WTG=way to go: hay lắm 4ever= forever: mãi mãi 4. Gap fill: - Fill information in the text to complete the table: - Ask Sts to do the task in pairs. - Allow Ss to read the text more closely to fill in the table. - Call Ss to give the answer. - Give feedback and evaluation. *Keys
6. Who? What activity is mentioned? What does he/she think? Emily -hanging out with friends(window shopping) she loves it -working as a volunteer Hang cloud watching she adores it. It’s easy Linn going to the community center, painting, she loves it dancing, doing drama Minh playing football, helping his aunt in running He likes it cooking class it’s fun Manuel playing computer games, doing judo He’s addicted to it. It’s ok III. Discussion - Get Sts to put the leisure activities in the text from the table above in order from the most interesting to the most boring in groups of 4 or 5 - Asks Ss to discuss, give opinions ,and negotiate with each other to agree on a mutual list. IV. Homework: - Learn the vocabulary by heart - Do exercises part C - Prepare for Skill 1
7. Lesson plan 8 – Week 2 Date of planing: 17/ 9/ 2022 Period 6 Unit 1: LEISURE ACTIVITIES Lesson 5: Skills 1 A. AIMS OF THE LESSON. By the end of the lesson 1. Knowledge . - Read for general and specific information about the possible effects of spending too much time on the computer - Talk about good and bad sides of leisure activities. 2. Ability: - Improve their two skills: Reading and Speaking. - Develop the ability to communicate and cooperate with their partners, to self-study, to solve problems in conversation situations. - Know how to talk about the good and bad sides of leisure activities. 3. Quality: - Have positive attitude in English language learning so that they actively participate in all classroom activities, especially with the topic “leisure activities” conducted by the teacher. - Express their opinion about leisure activities 4. Skills: - Develop speaking, reading and skills. B. TEACHING EQUIPMENT AND LEARNING MATERIALS Lesson plan, student’s book, workbook, personal computer, TV C. PROCEDURES * Warm up: Chatting - Do you have a computer? - Do you like it ? - What are the benefits of using computers? I. Pre-speaking: Activity 1: Present new vocab -Use the context, simple English, pictures to illustrate the meaning of the words: - mind (n) - rely (v) - ban (n) - gaming (n) - get out (v) - Have students listen to and repeat each word. (individual) - Ask the meaning in mother tongue language as a confirmation. - Have students read all together (chorally). - Correct student’s pronunciation if necessary. Checking new words: -Have students match the column A (English) with B (Vietnamese)
8. Activity 2: Read the text and choose the correct answer -Let Sts work individually to choose the best answer. They need to be able to explain their choice as well. - Call some ss to give their answer and explain. * Keys 1-B 2-C Activity 3: Write the questions for the answer based on information from the text - Have Sts to sit in groups, discuss and write questions. - Call some Sts to give their answer. - Give feedback and evaluation. * Keys 1. Is Quang’s garden real? 2. What is problem with using technology in your free time? 3.What leisure activities do teenagers do these days? 4.What are the benefits of using the computer? Activity 4: Language note - Explain how to give opinion, - Giving/Ask for an opinion and respond + I think that ..... + In my opinion...... - Asking for an opinion: + What do you think? + How do you feel about that? - Agreeing: + I agree with you + That so true + Exactly - Disagreeing: +I’m afraid I don’t agree + I don’t think so C. While-speaking: Activity 1: Quang and his parents..(Ex.4 –P.11): - Explain to Ss that these speech bubbles are from Quang and his friends. - Go through the phrases in the Language notes box with Sts, For one of the speech bubbles, demonstrate how you can use this language A: In my opinion, computer games train your mind and your memory B: That so true - Have Sts to work in groups. - Have Ss choose a speech bubble and combine it with the language in the Language notes box. -Ask for volunteer to demonstrate their short exchanges Keys: Quang’s parents: Go on and play a sport .It’s good for you
9. Quang: I’ve made lots of friends from the game network Quang: I think computer games train my mind and my memory Quang’s parents: You see your real friends less and less Quang: My English is much better because I surf the net Quang’s parents: Sitting for too long in front of the computer makes your eyes tired D. Post-speaking: Activity 1: Role-play: WHAT’S THE SOLUTION? Quang, his parents, and his teacher are discussing the impacts of his using the computer. Play the following roles - Arrange Sts into 3 groups: the group that play Quang, The group that plays Quang’s parents and the group that plays his teacher - Ask each group to brainstorm how they are going to express their opinion. When they are ready, put Ss into new groups which contain Quang, Quang’s parents and Quang’s teacher -Tell Ss that they can use the language in 4 for their role-play and emphasise that the phrases in the Study skill box should be used in their discussion - Call on 2 or 3 groups to repeat their role-play for the class E. Homework: - Ask Ss learn by heart new words and grammar - Give examples with Language notes - Do D (p6,7,8) in workbook - Prepare Skills 2.
10. Lesson plan 9 – Week 2 Date of planing: 17/ 9/ 2022 Period 4 UNIT 1: Local Environment A closer look 2 A. AIMS OF THE LESSON I. Knowledge By the end of this lesson, students will be able to : - Review complex sentences and write complex sentences with different dependent clauses - Use some common phrasal verbs correctly and appropriately. - Make the use of vocabulary related to traditional crafts. II. Ability: - Students can use the complex sentences and some common phrasal verbs in speaking and writing. - Students can develop the ability to cooperate with their partners, to self-study. - Students know how to learn English in right way. III. Quality: - Raise motivations and interests in learning English as a foreign language - Ss are interested in and proud of the traditional crafts. - Positive about local environment. B. TEACHING AIDS - Teacher’s aids: student book and teacher’s book, class CDs, flashcards, projector or TV - Students’ aids: Student books, notebooks, workbooks. C. PROCEDURE concession I. Warm-up: purpose Activity 1: Brainstorming: - Greetings. Dependent clause - Ask Ss to list all types of dependent clause they have of learnt. - Ask Ss the words begin with each clause and to give an time example sentence for each types. reason II. Review: Complex sentences. Activity 2: Underline the dependent clause in each sentence below. (Ex.1) - Have Ss read the task carefully to make sure all of them understand. - Pairs work. - Ask Sts to compare with each other. - Have Sts to give the answer. - Feedback. No Dependent clause type 1 When people talk about traditional paintings DT 2 So that she could buy some bai tho conical hats DP
11. 3 Although this museum is small DC 4 Because we have space to skateboard DR 5 Before they make the drumheads DT Activity 3: Make a complex sentence from each pair of sentences. (Ex.2) - Have Ss read the task carefully to make sure all of them understand. - Pairs work. - The pairs compare with each other. - Ss give the answer. - Feedback. 1. The villagers are trying to learn English in order that they can communicate with foreign customers. 2. After we had eaten lunch, we went to Non Nuoc marble village to buy some souvenirs. 3. Even though this hand-embroidered picture was expensive, we bought it. 4.This department store is an attraction in my city because the products are of good quality. 5.This is called a Chuong conical hat since it was made in Chuong village. III. Presentation: Phrasal verbs Activity 4: Read the short conversation. - Set the sence. Look! This is a picture of my family’s workshop. Cool! Who set up it? My grandparents did. But now, My father takes over it. - Ss practice the dialogue. - Ask Ss to guess the meaning of the phrasal verbs “ set up” and “ take over”. -T: A phrasal verb is a verb combined with a particle such as bask, in, on, off etc. The phrasal verb usually has a special meaning. Eg: get up = get out of bed find out = get information IV. Practice: Activity 5: Match the phrasal verbs in A with their meaning in B. A B 1. Pass down A. Stop doing business 2. Live on B. Have a friendly relationship with someone 3. Deal with C. Transfer from one genration to the next
12. 4. Close down D. Reject or refuse something 5. Face up to E. Return 6. Get on with F. Take action to solve a problem 7. Come back G. Have enough money to live 8. Turn down H. Accept, deal with - Groups work. - Give the answer on the board. - Feedback. Keys: 1. C 2. G 3. F 4. A 5. H 6. B 7. E 8. D Activity 6: Complete each sentence using the correct form (Ex.5) - Have Ss read the task carefully. - Make sure all of Ss understand all the keys words in each sentences. - Pairs work. - The pairs compare with each other. - Ss give the answer. - Feedback. + Keys. 1. face up to 2. turned down 3. passed down 4. live on 5. close down 6. Did come back IV. Production. Activity 7: Option1: (For weak class) List all phrasal verbs in the lesson. - Pairs work. - Write on the board. Option2: (For good class) Complete the second sentence -Have Ss quickly read the provided sentences. - Make sure they understand all the keys words in each sentences. - Ss write the sentences individually and then compare their answers with a classmate. - Call out two Ss to write their sentences on the board. Other Ss and T give feedback. + Keys. 1. Where did you find out about Disneyland Resort? 2. When did you get up this morning? 3. I’ll look through this leaflet to see what activities are organised at this attraction. 4. They are going to bring out the guidebook to different beauty sports in VN. 5. I’m looking forward to the weekend! VI. Homework. - Learn by heart all phrasal verbs. - Do exercises in work book. - Prepare new lesson.
13. Lesson plan 9 – Week 2 Date of planing: 17/ 9/ 2022 Period 5 UNIT 1: Local Environment Communication A. AIMS OF THE LESSON I. Knowledge By the end of this lesson, students will be able to : - Listen for specific information about planning a day out to a place of interest. - Arrange a visit a place of interest in the region. II. Ability: - Students can improve their 2 main skills ( Listening and Speaking) - Students can develop the ability to cooperate with their partners, to self-study, to solve problems in real situation. - Students know how to learn English in right way. III. Quality: - Raise motivations and interests in learning English as a foreign language - Be interested in outdoor activities and places of interest. - Positive about local environment. B. TEACHING AIDS - Teacher’s aids: student book and teacher’s book, flashcards, projector or TV - Students’ aids: Student books, notebooks, workbooks. C. PROCEDURE park I. Warm-up: school Brainstorming: library supermarket Interst - Ask Ss to give some places of interest in their area? places zoo + T can give some places as cues. town ground craft village cultural house II. Pre- Listening: Activity 1: Vocabulary. Team building (n) = the process of encouraging members of a group to work well together. Turn up (v) = appear Set off (v) = start on a trip Checking: Activity 2: Set the scence. - Ask Ss if they have any experience of preparing for a class trip. - Ask them to share their experience and what they should do to prepare for a class trip - Set the scene: Nick, Mi, Duong and Mai are planning a day out to a place of interest for their class. Listen to their conversation and complete their plan at Ex 1. Page11 by choosing the best word/ phrase in the box. painting village make team-building Green Park bus 5 p.m 8 a.m quizzes own lunch supermarket
14. - T shows the box. III. While- Listening: Activity 3: Complete the plan. - Work individually. - Listen the recording and complete the plan. - Ss compare. - Listen again then give the answer. - Give feedback. + Keys: 1. Green Park 2. bus 3. 8 a.m 4. own lunch 5. Supermarket 6. team-building 7. quizzes 8. painting village 9. make 10. 5p.m - Listen for the third time. IV. Post- Listening: Activity 4: Imagine that your class (Ex.2) Where will we go? - Group work.( Each group has 5 or 6 members) How will we get there? - Discuss the plan for a day out. Make note in What time will we set off? table page 11. What food and drink do we bring along? - Give some questions as cues. What do we do there? (T shows the questions on the board) What time are we going to come back? Activity 5: Present the plan (Ex.3) - Each group appoints a member to present their group’s plan. * For weak class. We are going to a day out at ..We’ll get there by ..We’ll set off at . will bring food. ..will take drink. . V. Homework: Learn vocab. By heart. Do part C in workbook. Prepare new lesson.
15. Lesson plan 9 – Week 2 Date of planing: 17/ 9/ 2022 Period 4 UNIT 1: Local Environment Skill 1 A. AIMS OF THE LESSON. 1. Knowledge. By the end of the lesson, students will be able to: - Read for specific information about a traditional crarf village in Viet Nam. - Make the use of language to discuss local traditional crafts, their benefits, challenges and solution. II. Ability: - Students can improve their 2 skills (Main skills: Reading and Speaking; Sub-skill: listening) - Students can develop the ability to cooperate with their partners, to self-study, to solve problems in real situation . - Students can propose an action plan to deal with the challenges of traditional handicrafts. III. Quality: - Students have positive attitude in English language learning so that they actively participate in all classroom activities, especially with the topic “Local Environment” conducted by the teacher. - Students can show their kindness to the handicrafts, love for traditional craft villages. B. TEACHING EQUIPMENT AND LEARNING MATERIALS. - Lesson plan, PPT slides, Student’s book, workbook, ebook, personal computer (if any), projector/TV, speakers. C. PROCEDURES I. Warm up: Bat trang pottery village Brainstorming. Dong Ho village Ask Ss about some famous traditional handicraft village in Viet Nam. Tay Ho conical hat village Reading: II. Pre- reading: .. 1. Vocabulary Present (v) = to provide, or make something known clearly. Artisan (n) = someone who does skilled work with their hands. Stage (n) = a part of an activity or a period of development. Layer (n) = a level of material that is different from the material above or below it. Challenge (n) = the situation of being faced with. Propose (v) = suggest a possible plan or action for other people to consider. Checking: ROR 2. Set the scene. - Show some pictures about conical hats.
16. + Ask Ss Where the conical hats come from. + Ask Ss about the birthplace of the conical hat in Hue. - T: Mi visited Tay Ho village in Hue last month. She has decided to present what she knows about this place to the class. II. While- reading: 1. Matching: (Ex.2) - Work individually. + Read the passage. + Match the titles with the paragraphs. + Compare with partners. + Give answer. + Check. Keys: 1. C 2. A 3. B 2. Comprehension questions: (Ex.3) - Pair works. + Read the passage again. + Discuss to answer the questions. Games: Lucky number. Number Answers 1- Q.1 Because it is the birthplace of the conical hat in Hue 2- LN 3- Q.4 They are very thin. 4- Q.6 Every can, young or old. 5- Q.2 It’s 12 km from Hue City. 6- Q.3 It’s going to the forest to collect leaves. 7- LN 8- Q.5 It has poems and paintings of Hue between the two layers. Speaking: III. Pre- speaking: * Put the following phrases about the challenges and proposals of traditional craft village in to the correct column. cause pollution hold traditional craft skill competitions and handicraft exhibitions lack of raw materials for production find input and output for products products that are difficult to consume find the way to reuse and recycle waste promote products to tourists Challenge Propose
17. - Group work. + Explains the task and make sure Ss understand all the above phrase. + Ss discuss. + Give the answers. - Feed back. Keys Challenge Propose - cause pollution - hold traditional craft skill competitions - lack of raw materials for production and handicraft exhibitions. - products that are difficult to consume - find input and output for products - find the way to reuse and recycle waste. - promote products to tourists IV. While- speaking: * Propose an action plan to deal with the challenges. (Ex. 5) - Group work. - Explain Ss what to do. - Ss discuss and then practice speaking. - Call out some Ss speaking loudly in front of class. V. Post- speaking: * Watching video: - Ask Ss listen a talk about benefits, challenges and sollution for traditional craft villages in Viet Nam: VI. Homework: - Learn vocab. By heart. - Do part D in workbook. - Prepare new lesson.