Kế hoạch bài dạy Tiếng Anh 8 - Unit 2: Life in the countryside - Lesson 2 - Năm học 2022-2023 - Trường THCS Trần Kim Xuyến

Nội dung tài liệu: Kế hoạch bài dạy Tiếng Anh 8 - Unit 2: Life in the countryside - Lesson 2 - Năm học 2022-2023 - Trường THCS Trần Kim Xuyến

1. Lesson plan 8 – Week 4 Date of planing: 02/ 10/ 2022 Period 10 UNIT 2: LIFE IN THE COUNTRYSIDE Lesson 2: A closer look 1 A. AIMS OF THE LESSON. By the end of the lesson, students will be able to: 1. Knowledge. - Use the lexical items related to the topic of life in the countryside and pronounce correctly words containing the clusters /bl/ and /cl/. 2. Ability: - Improve the lexical items related to the topic of life in the countryside - Develop their communication skill, creativity, cooperation, self- studying and problem solving. 3. Quality: -Have positive attitude in English language learning so that they actively participate in all classroom activities. -Show their kindness to their hometown, family, love for their country. 4. Skills: - Develop listening and writing skills. B. TEACHING EQUIPMENT AND LEARNING MATERIALS Lesson plan, student’s book, workbook, personal computer, TV C. PROCEDURES Warm up: Listen and write - Call two students go to the board and then plays the tape (three times) - Have Sts to listen and write words on the board. - Give feedback and evaluation. Keys slow, colourful, friendly, hard, brave, boring, inconvenient, vast, peaceful, nomadic. - Lead in the lesson. I. Presentation Activity 1: Vocabulary. + brave (adj): rung cảm + nomadic (adj): có tính du mục nomad (n) : dân du mục + vast (adj): rộng lớn + blackberry (n): quả mâm xôi + hay (n): cỏ khô + bloom (v, n): nở hoa, sự nở hoa Check: Slap the board.
2. II. Practice. Activity 1: Put the words in 1 into the appropriate category. - Ask Sts to work in 8 groups to put the words in 1 into the appropriate category. - Have some Sts to give the answers. - Check and correct. Keys People: friendly, nomadic, brave, boring, colorful. Life: slow, colorful, hard, boring, inconvenient, peaceful, nomadic Scenery: vast, colorful, peaceful. Activity 2: Match the nouns and noun phrases with each verb. - Ask Sts to do exercise in pairs. - Ask Sts to compare the answers with the others. - Have Sts to give the answers. - Check and correct. Keys Ride: a horse, a camel. Put up: a pole, a tent Collect: water, hay Herd: the buffaloes, the cattle Pick: wind flowers, apples Activity 3: Complete the sentences. - Have Ss to complete the sentences in groups of 4. - Ask some Sts to give the answers. - Checks and corrects. Keys 1. picking 2. inconvenient/ collect 3. herd 4. ridden/ brave 5. peaceful 6. nomadic 7. vast 8. put up, hard. III. Pronunciation Clusters /bl/ and /cl/ Activity 1: Listen and repeat the words - Play the recording and ask Sts to listen and repeat. - Pause the recording to drill difficulty items. - Have Sts to say the words individually. Activity 2: Listen to the sentences and repeat - Have Sts to look at the sentences and underline the words with clusters /bl/ and /cl/. - Have Sts listen and repeat individually. Keys: 1. blame 2. blast 3. blue 4. clock 5. close
3. IV. Homework + Learn vocabulary by heart. + Do exercise part A. + Get ready for A closer look 2.
4. Lesson plan 8 – Week 4 Date of planing: 02/ 10/ 2022 Period 11 UNIT 2: LIFE IN THE COUNTRYSIDE Lesson 3: A closer look 2 A. AIMS OF THE LESSON. By the end of the lesson Ss will be able to: 1. Knowledge: - Use the lexical items related to the topic "Life in the countryside". - Revise comparative forms of adjectives - Use comparative forms of adverbs of manner then practise doing exercises. 2. Ability: - Improve the grammar about comparative forms of adverbs. - Develop their communication skill, creativity, cooperation, self- studying and problem solving. 3. Quality: -Have positive attitude in English language learning so that they actively participate in all classroom activities. -Show their kindness to their hometown, family, love for their country. 4. Skills: - Develop doing exercises skill. B. TEACHING EQUIPMENT AND LEARNING MATERIALS Lesson plan, student’s book, workbook, personal computer, TV C. PROCEDURES: Warm up - Ask Sts to write comparative of these adjectives. - Ask Sts to change these adjectives to adverbs of manner - Give feedback and evaluation. Adjs Adjective Adverbs of manner (comparative) good better well clear fast late friendly happy easy high tall
5. I. Presentation Activity 1: Comparative forms of adjectives: - Ask Sts to do exercises 1 - Have Sts exchange their answers. - Give feedback and evaluation. Keys 1. higher 2. easier 3. better 4. more exciting 5. more convenient 6. happier 7. more friendly 8. fast 9. safer 10. best Activity 2: Comparative forms of adverbs: - Revise the different use of an adjective and an adverb. + Life in the city is slow/ slowly + He is moving slow/slowly - Have Sts to choose the right words 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 one in the table. - Introduce comparatives of irregular adverbs like : fast, hard. late, early, well, badly. - Let Ss read number 2 and 3 in the table. Note: 1. more/ less + Adv + than (for almost all adverbs of manner endingin ly) 2. adverb + er + than ( the same form as adj) 3. some irregular forms of adverb of manner Well -> better Badly ->worse II: Practice: 1.Activity 1. Complete the sentences with suitable comparative forms of adverbs in the box. - Have Ss do the exercises individually. - Give feedback and evaluation. Keys: 1. more slowly 2. more soundly 3. less traditionally 4. more generously 5. more healthily Activity 2: Complete the sentences with a suitable comparative form of hard, early,late... - Have Ss do the exercises individually. - Give feedback and evaluation. Keys:
6. 1. better 2. faster 3. later 4. harder 5. worse 6. Earlier III. Production: 1.Activity 1:Circle the correct comparitive forms to Complete the sentences - Have Ss do the exercises individually. - Give feedback and evaluation. Keys: 1. more optimistically 2. more popularly 3. less densely populated 4. more quickly 5. more easily 6. better 2.Activity 2: Discussion - Have Ss work in pairs to discuss and answer the questions in textbook (exercise 5). - Call some pairs to answer in front of the class. Other pairs give comment - Feedback and correction. Keys: 1. The countryside is more peaceful (than the city). 2. A computer works faster at calculus (than a human being). 3. Life in a remote area is harder (than that in a modern town). 4. Ho Chi Minh city is more expensive (than Hue). 5. A buffalo can plough better (than a horse). V. Homework: - Do exercises 3-7 part B - Prepare for Communication.
7. Lesson plan 8 – Week 4 Date of planing: 02/ 10/ 2022 Period 12 UNIT 2: LIFE IN THE COUNTRYSIDE Lesson 4: Communication A. AIMS OF THE LESSON. By the end of the lesson Ss will be able to: 1. Knowledge: - Read for specific information about an unusual lifestyle in the countryside through visitors’ eyes - Practice by using them to do exercises 2. Ability: - Develop their communication skill, creative, cooperate, self- study and problem solving. 3. Quality: -Have positive attitude in English language learning so that they actively participate in all classroom activities. -Show their kindness to their hometown, family, love for their country. 4. Skills: - Develop reading and speaking skills. B. TEACHING EQUIPMENT AND LEARNING MATERIALS Lesson plan, student’s book, workbook, personal computer, TV C. PROCEDURES: Warm up: Chatting - Have Sts to answera the question. ? + What do children often do in the countryside after school? - Shows some pictures of activities and asks Sts where those activities often take place. => holiday in the countryside I.Pre Speaking: Activity 1: Vocabulary. Disturbing: interrupt or annoy Beehives: bee nest Activity 2: Reading. - Ask Sts where these people live. - Have Sts to talk about their experiences of staying in the countryside. - Ask Sts to read the posts. - Check that everybody understands the meaning of each post before moving on. III. While speaking Activity 1: Tick the appropriate box .
8. - Have Sts to do this exercise independently. Ask them to look for expressions which help them decide their answer. - Ask Sts to compare their answers with a partner and discuss any differences - Give feedback and evaluation. Positive Neutral Negative Dennis from London V Julie from Paris V Phirun from Phnompenh V Yumi from Seoul V Emi from Tokyo V Lan from Ha Noi V Bob from Hong Kong V 2 Writing: - Devide Ss into groups of between five and seven. - Ask Sts to write the reply to each post with their own opinions. + Put Sts into groups of 4 ss. Hand out apiece of blank paper for each post. Have the groups write the name of each post at the top, e.g. Bob from London. Have each student writes 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 each group to read out one of their reply chains to post and discuss it as a class. IV. Post speaking - Discuss and share their replies with the class by speaking their work . V. Homework: - Learn vocabulary by heart - Do exercises part C - Get ready for Skills 1
9. Lesson plan 9 – Week 4 Date of planing: 01/ 10/ 2022 Period 10 UNIT 2: CITY LIFE Lesson 2: A closer look 1 A. AIMS OF THE LESSON. By the end of the lesson students will be able to: 1. Knowledge . - Use the lexical items related to cities and city life. - Identify in which situations to stress pronouns in sentences and say these sentences correctly. 2. Ability: - Improve the lexical items related to the topic of city life - Develop their communication skill, creativity, cooperation, self- studying and problem solving. 3. Quality: - Have positive attitude in English language learning so that they actively participate in all classroom activities. - Show their kindness to their hometown, family, love for their country. 4. Skills: - Develop listening and writing skills. B. TEACHING EQUIPMENT AND LEARNING MATERIALS Lesson plan, student’s book, workbook, personal computer, TV polluted C. PROCEDURES unemployed Warm up: Brainstorming: exciting Adjectives describing cities and city life: I. Presentation. Activity 1: Complete the letter. - Have Ss read through the letter so that they can understand the general idea. - Ask them what the purpose of the letter is (Jack is writing the letter to Oggy to tell about his trip to Hoi An) - Have Ss read the adjectives in the box and quickly elicit the meaning of each adjective. Ss work in pairs to do the task. - Have some Ss read their answers. Correct their pronunciation if needed and confirm the correct answers. Key: 1. ancient/historic 2. warm 3. comfortable 4. helpful
10. 5. fascinating 6. historic/ancient 7. local 8. delicious - Ask Sts to read the letter again and underline all the other adjectives. Have them give the meanings of these adjectives in the context of the letter. Correct their answers. Key: fabulous, sunny, small, friendly, affordable, good Activity 2: Adjectives - Have Sts to read through the given adjectives. - Have some Sts to read aloud all the adjectives to make sure they pronounce the adjectives correctly. + cosmopolitan: + downtown: + .. - Ask Sts to work in groups and discuss which adjectives describe or are related to, city life. Encourage them to talk about their choice. Sample answer: stressful busy frightening cosmopolitan cheerful (x) exciting forbidden rural (x) unemployed (x) easy-going (x) delicious (x) exhausted (x) populous annoying downtown historic modern polluted pleased (x) fashionable Activity 3: Complete the sentences - Work individually, then compare their answers with a partner's. Key: 1. fashionable 2. annoying 3. forbidden 4. cosmopolitan 5. modern 6. polluted II. Practice. Activity 1: Pronunciation. Stress on pronounces in sentences Most pronouns have strong and weak forms. The strong form is used when we want to show a contrast or when the pronoun itself is especially important. A: That looks pretty easy. I think you can do it. (“you” is weak) B: Well, you do it then! (‘you” is strong) Activity 2:Listen and repeat, paying attention - Play the recording as many times as necessary. Correct their pronunciation, especially the stressed words. Have them circle the stressed pronouns. Key: 1. A: Can you come and give me a hand? (me is weak) B: OK. Wait for me! (me is strong)
11. 2. A: Did you come to the party last night? (you is weak) B: Yes. But I didn't see you. (you is strong) 3. A: Look - it's him! (him is strong) B: Where? I can't see him. (him is weak) 4. A: They told us to go this way. (us is weak) B: Well, they didn't tell us! (us is strong) III. Production. Activity 1: Listen and mark the underlined words - Have Ss read the exchanges and mark the underlined words as W (weak) or S (strong). - Ask some Ss to give the answers and quickly write them on the board. - Play the recording for Ss to check their answers. Keys: 1. A: Is he (W) there? B: No. Everybody else is, but he's (S) gone home! 2. A: Do you know that woman? B: Her (S)? Er ... No. I don't recognise her (W). 3. A: I'm afraid we (W) can't stay any longer. B: What do you mean 'we' (S)? I've (S) got plenty of time. 4. A: Look! Everybody's leaving. B: What about us (S)? Shall we (W) go, too? IV. Homework: - Learn by heart adjectives related to city life. - Do the exercises part A in workbook. - Prepare for ‘A closer look 2’
12. Lesson plan 9 – Week 4 Date of planing: 01/ 10/ 2022 Period 11 UNIT 2: CITY LIFE Lesson 3: A closer look 2 A. AIMS OF THE LESSON. By the end of the lesson students will be able to: 1. Knowledge . - Use adjectives, and comparison of adjectives and adverbs correctly. - Use common phrasal verbs correctly and appropriately. - Review: + comparison of adjectives and adverbs + much, a lot, a bit, a little, by far.. , the second.. in comparison. + phrasal verbs. 2. Ability: - Use adjectives, and comparison of adjectives and adverbs and some common phrasal verbs in speaking and writing. - Develop the ability to cooperate with their partners, to self-study. - Know how to learn English in right way. 3. Quality: - Have positive attitude in English language learning so that they actively participate in all classroom activities. - Show their kindness to their hometown, family, love for their country. 4. Skills: - Develop doing exercise skills. B. TEACHING EQUIPMENT AND LEARNING MATERIALS Lesson plan, student’s book, workbook, personal computer, TV C. PROCEDURE Warm up: Chatting I. Presentation: Activity 1. review comparison of adjectives and adverbs: - Ask ss to revise the comparison of adjectives and adverbs. - Introduce some other ones in ‘Getting started’ and some more. Activity 2: Matching (Ex.1- P.19) - Have Sts to work individually. - Check their answers as a class. Keys: 1. f 2. d 3. e 4. h 5. g 6. a 7. c 8. b - Help Ss study the REMEMBER! box. Give explanations if necessary.
13. - Give more examples. Activity 3: Completing (Ex.2- P.20) - Work individually; compare their answers with a partner. - Correct their mistakes. Keys: 1. the largest 2. smaller 3. the most popular 4. wider 5. the dirtiest 6. cleaner 7. the best 8. the most exciting II. Practice: Phrasal verbs: (cont) Activity 1: Look at the conversation (Ex.3- P.20) - Ask Ss to recall the phrasal verbs they have learnt in Unit 1: + to setup / to look forward to / to find out ... - Tell Ss to look at the conversation in GETTING STARTED again and find and underline the phrasal verbs. Keys: to get over / to show someone around / to grow up / to be set up - Have Ss study the REMEMBER! box. Let them recall some other phrasal verbs they may have learnt. Activity 2: Underline the correct particle (Ex.4- P.20) - Ask Sts to do this task individually. Then compare with a partner. - Call on some Sts to read out their answers. Correct their mistakes. - Explain to them the meaning of these phrasal verbs in the sentences. Keys: 1. set up 2. gets on with 3. take your hat off 4. grown up 5. shown around 6. pull down III. Production: Activity 1: Underline the phrasal (Ex.5- P.20) - Ask Ss to read the sentences, underline the phrasal verbs and match them to their meaning from the box. - Call on some Ss to read the sentences. Correct their answers as a class. Keys: 1. turn it off: press the switch 2. turned it down: refuse 3. go over: examine 4. go on with: continue doing 5. take off: remove 6. put it down: make a note IV. Homework:
14. - Learn by heart grammar points. - Finish Ex.6- P.20 - Redo exercises in textbook + Do the exercises in workbook. - Prepare for ‘Communication’.
15. Lesson plan 9 – Week 4 Date of planing: 01/ 10/ 2022 Period 12 UNIT 2: CITY LIFE Lesson 4: Communication A. AIMS OF THE LESSON. By the end of the lesson Ss will be able to: 1. Knowledge: - Talk about the features they like best about a city and write a short paragraph about the city they like. 2. Ability: - Develop their communication skill, creative, cooperate, self- study and problem solving. 3. Quality: -Have positive attitude in English language learning so that they actively participate in all classroom activities. -Show their kindness to their hometown, family, love for their country. 4. Skills: - Develop reading and writing skills. B. TEACHING EQUIPMENT AND LEARNING MATERIALS Lesson plan, student’s book, workbook, personal computer, TV C. PROCEDURES: Warm up: Chatting + Have you ever been to abroad? + Which country did you visit? + What do you think about that city? II. New lesson: Activity 1: (Ex.1- p.21) - Have Sts to work individually. - Give Sts to read the sentences carefully and make their three choices. - Call on some Sts to say the three things they like best about a city. - Ask Sts to give reasons why. - Encourage them to talk as much as possible. T may give some cues. Example: “I like a busy and exciting city with good transport, so I can get around and see all the cultural attractions it has to offer ” Activity 2: Read the passage about Singapore. (Ex.2- p.21) - Show the picture of Singapore ( P 21) Questions: + Have you visited this beautiful country?
16. + When? + What did you do there? + What do you like about it? - Ask Sts to read the passage in the book. - Let them work in groups of three to ask and answer the questions. - Have representatives from some groups to share their answers. - Elicit answers from Ss. Summarise the main points of the passage: + the location of the city. + its attractions. + what is liked most about the city. Activity 3: Read the information about the cities. (Ex.2- p.21) - Elicit as much information as possible about these three cities from Ss. Let them find the three cities on a world map or a globe. - Work in groups to talk about each city (giving full sentences based on the information given). Activity 4: Write a short paragraph about a city - Have Sts to choose one of the three cities and write a short passage about it in 10-15 minutes Activity 5: Present in groups - Have Sts to talk about the city of their choice in groups. - Have some Sts to talk about the city they have chosen in front of the class. - Give comments. III. Homework: - Finish your writing about the city and write down in your notebook. - Do exercises part C in workbook. - Prepare ‘Skills 1’ for the following lesson.