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Trang chủ Giáo dục - Đào tạo Trung học cơ sở Lớp 8 Giáo án tiếng anh lớp 8 thí điểm học kì 1...

Tài liệu Giáo án tiếng anh lớp 8 thí điểm học kì 1

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TiÕt 01 Ngµy d¹y: ...... /8/2016 REVISION I. Aims Practice in the verb tenses, passive, .... II. Objectives Ss practise doing exercises. III. Materials - Text book - Board, chalk,... IV. Anticipated problems Weak students may get confused with the present perfect. V. Procedure 1. Warmer - Greeting. - Checking attendance. - Asking for the teaching date. 2. Revision - During new lesson. 3. New lesson I. Fill in each numbered blank with a suitable word. (10pts) The country is (1).......beautiful than a town and more pleasant to live in. Many people think so, and go to the country (2).........the summer holiday though they can’t live (3)...........all the year round. Some have cottage built in a village (4)......that they can go there whenever (5)........find the time. English villages are not alike, but (6)........some ways they are not very different from (7)..........other. Almost every village (8)........a church, the round or square tower of which can (9)...........seen from many miles around. Surrounding the church is the church yard, (10).........people are buried. II. Rewrite the sentences so that it has the same meaning as the sentence printed before.(20pts) 1. 1. It’s three years since we last visited Ha Noi. - We haven’t..................................................................... 2. No one is more intelligent than her in our school. - She............................................................................... 3. 3. You can’t take this book away. - This book....................................................................... 1 4. Huong is 1.60m tall and Hoa is 1.60m tall, too. - Huong........................................................................... 5. I wrote a letter half an hour. - It took........................................................................... 6. She’s rather play golf than play tennis. - She prefers..................................................................... 7. . I had a cat once, but I don’t any more. - I used........................................................................... 8. I couldn’t go to school because of my sickness. - Because........................................................................ 9. Your younger brother is too weak to lift that box. - Your brother is not............................................................ 10. I study English so that I can improve my knowledge. - I study English so as........................................................... III. Use the following words and phrases. Make all the necessary changes and additions to complete the letter. (10pts) Dear Hoa, 1. Dave/ I/ have/ best holiday/ our lives! 2. We/ be/ Barbados/ one/ most lovely islands/ Caribbean. 3. Although/ it/ much/ smaller/ Jamaica/ there seem/ be/ much more/ do/ Jamaica. 4. Moreover/ people here/ seem/ be/ friendlier/ those/ other islands. 5. We/ stay/ most modern hotel/ I/ ever/ seen. 6. It/ large/ cool/ and/ many people/ think/ it/ best hotel / island. 7. It/ comfortable/ than/ any/ other hotels. 8. Nearest beach/ less/ hundred meters/ away. 9. So/ we/ spend/ lot/ time/ swim/ sea. 10. It/ really good/ and/ I wish/ you/ be/ here. IV. Change the following sentences into the passive: 1) 2) 3) 4) 5) 6) 7) 8) 9) 10) 2 Someone saw him pick up the gun. He has caught a lion and shot 2 others. He received a letter from home by the evening post. I put the 5 pound note into one of my books yesterday. After he had told a story, we clapped our hands. His wife usually brings him sandwiches at lunch time. They were continually asking question. We have to pick fruit very early in the morning. She decided to paint her house blue. My classmates used to call me John Homework - Prepare for the next lesson: Unit 1: Getting started. 3 Unit 1 TiÕt 02 Leisure activities getting started Ngµy d¹y: ........ /8/2016 I. Aims This lesson will present the vocabulary and grammar items to be learned. Ss then practice listening and speaking with the lexical items related to the topic "Leisure activities". II. Objectives - Vocab: Leisure activities. - Grammar: Verbs of liking + gerunds; verbs of liking + to-v. III. Materials - Text book - Board, chalk,... - A cassette and an audio compact disk. IV. Anticipated problems There may not be enough time for all the activities. V. Procedure 1. Warmer - Greeting. - Checking attendance. - Asking for the teaching date. 2. Revision Prepare photos or magazine cut-outs about some popular leisure activities including those you often do in your spare time. Ask Ss to describe them in English. Then ask them to guess which activities they enjoy doing. Encourage Ss to do the same in pairs: One student writes a short list of activities and the other guesses. - Ask Ss to open their books to the picture. Introduce Mai, Phuc, and Nick. Ask Ss to guess where they are and what 4 - Ss work in groups What can you see in the picture? Why do you think Mai, Phuc, and Nick are there? What are they holding in their hands? What are they talking about? Can you guess what Mai, Phuc, they are doing. For more able classes, and Nick like doing in their free brainstorm questions with Ss and write time? them on the board. Questions may etc. include: Accept all possible answers from Ss and do not provide correction at this stage. Play the recording and have Ss follow along. Then come back to the earlier questions and have Ss answer them. Again, do not give correction at this stage. 3. New lesson Teacher’s activities Students’ activities I. Listen and read This activity focuses students on the Ss work individually to circle the content of the conversation of Mai, Phuc correct answer. & Nick Ss compare their answer with a partner and then discuss as a class. - Asks Ss to listen to the tape & do the a. Circle the correct answer 1. bookstore 2. book task 3. dog 4. craft kit 5. folk music 6. Vietnamese - Goes through each statement and asks Ss b. Tick the boxes the leisure activities how the text and the visual in the dialogue Mai, Phuc & Nick have support their answers. Phuc Mai Nick Pet training  After the discussion, T writes the correct Making crafts  answers on the board. Reading  Go through the list of activities mentioned. Encourage Ss to explain what they are and to give examples. Ask Ss if they have any of these activities, or if they know anyone who does these in their free time. Have Ss do this task individually first, then compare the answers with their partner. They should be able to give ideals Listening to music Playing sports Helping parents with DIY projects Learning languages        c. Answer the questions To check out something means to examine something or get more information about it in order to be certain that it is suitable (or true, or false ). 5 from the text that support their answers. If something is right up your street, it is the type of thing that Draw Ss’ attention to the contexts when you are interested in or that you Mai said ‘Check out this book’ and Phuc enjoy doing said ‘It’s right up your street!’. Together This job seems right up your with Ss elicit the meaning of these two street. expressions. 2. Matching: Ask Ss for examples of something they can check out, and something which is 1. playing computer games 2. playing beach games right up their street. Ss work in pairs to match the words/ phrases in the box to the photos, then they listen together to check their answers. If time allows, ask Ss to use adjectives to say what they think of these activities, eg. exciting, interesting, etc. Ss work individually to do the task then compare their answers with a partner. Tell Ss they need to look for the surrounding key words in order to complete the task. Note that ‘good’ and ‘satisfied’ fit both items 1 and 5. Acknowledge this point with Ss who have them the other way round. 3. doing DIY 4. texting 5. visiting museum 6. making crafts 3. Complete the sentences … 1. satisfied 2. relaxing/ exciting 3. fun 4. boring 5. good 4. Game This game can be done in groups of four or six, or as a mingle activity. If your classroom is large enough, ask Ss to stand in two lines facing When the time is up and T calls out each other. Each pair will talk ‘change!’, they will move one step to the about one activity for one minute. left/right to meet a new partner and talk about another activity. 4. Consolidation Ss practice saying as many words about leisure activities as possible Ex. playing board games/ reading…. 5. Homework Do: A1, 2, 3(work book) 6 Prepare: A closer look 1 Unit 1 Leisure activities TiÕt 03 A closer look 1 Ngµy d¹y: ....../8/2016 I. Aims - By the end of the lesson, Ss will be able to: - Use the lexical items related to the topic" leisure activities" - Use verbs of liking that are followed by gerunds/ to - infinitives - Pronounce words containing the clusters /br/ and /pr/ correctly in isolation and in context II. Objectives Leisure activity on an average day III. Materials - Text book - Board, chalk,... - Pictures, a cassette and an audio disk. IV. Anticipated problems There may not be enough time for all the activities.. V. Procedure 1. Warmer - Greeting. - Checking attendance. - Asking for the teaching date. 2. Revision : What do you do in your leisure time? How much time a day do you spend on each activity? 3. New lesson Teacher’s activities Students’ activities 7 Vocabulary Vocabulary Ask Ss to work in pairs to examine the 1. Look at …. pie chart closely in order to understand - socialize (v) its contents, including the heading, - communicate (v) subheadings, figures, color codes, source and notes. Allow enough time for this step. Do not *Answer: give correction. 1. In 2012, people in the USA spent Then ask Ss to answer the questions that 5.1 hours a day on sport & leisure follow the chart. activities. If necessary, T may elicit information by 2. The main activities they did asking question such as: include watching TV, socializing & -What is the pie chart about? Where can communicating, reading you find the information? participating in sports, exercise & -What do the different colored sections recreation, using computer for of the chart refer to? leisure and thinking. -How are these sections calculated? 3. The 3 most common activities -What does the ‘Note’ tell you? were watching TV, socializing & -What does the ‘Source’ tell you? communicating and using computer for leisure. Have Ss work individually to complete 2. Complete the table Name of activity Relaxing Relax feedback, draw their attention to the Thinking Think parts of speech of the words mentioned ( Using Use e.g. relaxing comes from the verb relax Doing Do with -ing added, and it refers to the Watching Watch Reading Read Socializing Socialize communicating Communicate the task. After giving corrective activity). Then introduce the concept of gerund (a noun made from a verb by adding -ing). Give Ss some examples where a gerund 8 Verb is transformed from a verb and used as a noun. For a more able class, ask Ss to 1. Matching make their own sentences. Have Ss work in small groups. Allow them enough time to think about 1 2 3 4 5 6 7 8 e B f a d h c g *Add more words to the category: what their average day may look like (including study and work) and how much time is spent on leisure activities. If there is plenty of time, encourage them to calculate these times as percentages and put them in a simple pie chart similar to 1. Alternatively, this task can done as a Ss move around and talk with at least three other classmates to find out who spends most time on leisure and what the most popular activities in the class mingle activity. Have Ss write down Pronunciation Cluster: /br/ and /pr/ how much time they spend on leisure on 5. Complete the words under the an average day, and the three activities picture they do the most. 1. apricot 4. bread 2. bridge 3. bracelet 5. princess 6. president Have Ss work individually to complete 7. present 8. broccoli this task. Once they have finished, Ss work in pairs to compare their answers. Play the recording for Ss to check and then repeat. Pause the recording to drill 6. Listen and repeat difficult items. Have Ss practice the words with the clusters first. Then ask them to repeat the whole sentences. If time allows, raise up their left hand, if 9 it is cluster /br/ they raise their right hand. 4. Consolidation Ss practice saying as many words about leisure activities as possible Ex. playing board games/ reading…. 5. Homework Do: B1, 2, 3(work book) Prepare: A closer look 2 Unit 1 Leisure activities TiÕt 04 A closer look 2 Ngµy d¹y: ...... /8/2016 I. Aims By the end of the lesson, ss will be able to use verbs of liking well. II. Objectives - Grammar: Verbs of liking + gerunds, Verbs of liking + to-infinitives III. Materials - Text book - Board, chalk,... IV. Anticipated problems There may have no problems. V. Procedure 1. Warmer - Greeting. - Checking attendance. - Asking for the teaching date. 2. Revision - Teacher checks Ss’ homework. 3. New lesson Teacher’s activities Remind Ss of the concept of the gerund from A CLOSER LOOK 1. Ask them how the gerund is formed and how it functions grammatically. Draw Ss’ attention to ‘love to watch’ 10 Students’ activities I. Grammar Verbs of liking + gerunds, Verbs of liking + to-infinitives 1. Activity 1 Key:love (to watch) enjoy (listening) liked (reading) and ‘enjoy listening’ which appear in the text in GETTING STARTED: - I love to watch him … - But I think I’ll enjoy listening … Explain that in English if we want to follow a verb with another action, we must use a gerund or an infinitive. There are certain verbs that can only be followed by one or the other, and these verbs must be memorised. Read or play the recording in GETTING STARTEDfor Ss to listen and ask them to underline the verbs of liking followed by gerunds or to-infinitives that they find in the text. For a more able class, T may ask Ss to cover the text and just listen to identify these verbs. - Ss work individually and then compare the answers with their partners T goes through the Look out! box with Ss. Tell Ss that verbs of liking/disliking are often followed by gerunds, but verbs such as love, like, hate, startand prefermay go with gerunds or toinfinitives with almost no change in meaning. Give some examples for both cases. Encourage Ss to give their own examples. Introduce Ss to the Learning tip box, where they can differentiate the difference in terms of degree these verbs of liking/disliking. Alternatively, T may write these verbs on the board with a really happy smiley face at the top of the board and a really unhappy smiley face at the bottom and then ask Ss to rearrange them in a particular order without looking at the Learning tip box. 2. Activity 2 followed by gerund only followed by both gerund and to-infi nitive 1.love  2.enjoy  3.detest  4.prefe  r 5.fancy  3. Write the correct form of the verbs Ss work in pairs to complete this task, Key: 1. making 2. to watch/watching then T gives feedback to Ss as a class 3. skateboarding 4. to learn/learning 5. sitting 4. Write sentences about what you This task can be done in groups of like or don’t like doing in your free five or six. Give Ss time to work time individually at first and write each 11 sentence on a strip of paper, then in their group mix up the strips. Each student picks up and reads out a sentence, then they guess who wrote that sentence. - Have Ss quickly familiarise themselves with the email by asking: Who wrote this email? To whom? What is it about?Have Ss scan the email to find the answers. 5. Activity 5 a. Ss work individually and compare their answers with a classmate Keys: like do →like to do/ like doing enjoy do →enjoy doing don’t like have →don’t like to b. Ask Ss to read the email again and have/don’t like having don’t mind to do →don’t mind doing answer the questions hate spend →hate to spend/ hate spending love eat out →love to eat out/ love eating out Ss work individually to write the 6. Activity 6 email then exchange it with their partners and check for mistakes. If there is time, have them ask and answer about the emails afterwards , using the questions in 5b as a guide. If there is not enough time, this task can be done as a group-writing task. 4. Consolidation Teacher gets students to retell the aims of the lesson. 5. Homework - Prepare for the next lesson: Unit 1: Communication; find some netlingos - Do exercise B4, 5, 6 (Workbook), learn words followed by gerunds and infinitives. Unit 1 Leisure activities TiÕt 05 12 Ngµy d¹y: ...... /8/2016 communication I. Aims Chat and talk about leisure activities using Netlingos. II. Objectives By the end of the lesson, Ss will be able to Chat and talk about leisure activities using Netlingos. III. Materials - Text book - Board, chalk,... - A cassette and an audio disk. IV. Anticipated problems Weak Ss may find it difficult to express their idea. V. Procedure 1. Warmer - Greeting. - Checking attendance. - Asking for the teaching date. 2. Revision Checking old lesson: - Teacher checks Ss homework - Get one S to go to the board and - Teacher-Students. ask him/her to write verbs of liking 3. New lesson Teacher’s activities Students’ activities 1. Vocabulary Teacher uses different techniques to - window shopping teach vocab (situation, realia) - be hooked on st - Follow the seven steps of teaching - be addicted to st vacab. - Checking: R0R. Explain to Ss that they are going to read about some activities teenagers do in their spare time. Have Ss cover the text and just - sound weird /wɪəd/ ACt1. Then set a reading time limit and have Ss speed read the text. Close books and play a memory game dividing Ss into competing groups to tell 13 look at the photos (with name and country). Encourage Ss to guess what these students in the photos like doing as leisure activities. how much information they can remember from the text. Motivate Ss by counting every detail they remember! Do not check comprehension at this point. Ask Ss if they notice any other particular features of the text. Elicit answers from Ss by drawing their attention to the form of the text (e.g. its layout and the abbreviation). Explain that this is from a webpage and that these abbreviations are informal language that is used online and in texting messages. Introduce the first abbreviation. Then have Ss work in pairs to complete the task Activity 2 Next encourage Ss to add to the ‘netlingo’dictionary with any other abbreviations they know that are used online. Ss may work in pairs to create their own mini dictionary, then ask other pairs to guess the meaning. Have Ss work in pairs or small groups to complete the table. Allow Ss to read the text more closely to fill in the table. Emily • hanging out with friends (window shopping) • working as a volunteer She loves it. Hang • cloud watching She adores it. It’s easy. Linn • going to community centre, painting, dancing, doing drama She loves it. Minh • playing football • helping his aunt in running cooking classes He likes it. It’s fun. Manuel • playing computer games • doing judo He’s addicted to it. It’s OK. Activity 3 Have Ss work in pairs to put the leisure Activity 4 activities in the text in order from the most interesting to the most boring. Once they have their list, form a bigger group of four and each pair shares their list with 14 the other. Allow plenty of time for this activity where Ss are encouraged to discuss, give opinions, and negotiate with each other in order to agree on a mutual list. 4. Consolidation - Teacher gets students to retell the aims of the lesson. 5. Homework - Prepare for the next lesson: Unit 1: Skills 1. - Do exercise C (Workbook). Unit 1 Leisure activities TiÕt 06 Skills 1 Ngµy d¹y: ...... /8/2016 I. Aims Reading for general and specific information about the positive and negative effects of using computers. Talking about ‘good’ and‘bad’ sides of leisure activities. II. Objectives By the end of the lesson students will be able to: - Read for general and specific information about the positive and negative effects of using computers. - Talk about ‘good’ and‘bad’ sides of leisure activities. - Practise speaking and reading skills. III. Materials - Text book - Board, chalk,... IV. Anticipated problems Weak students may find it difficult to catch up with the whole class. V. Procedure 1. Warmer - Greeting. - Checking attendance. - Asking for the teaching date. 2. Revision 15 - Teacher checks Ss’ home work. 3. New lesson Teacher’s activities Students’ activities - Start the lesson by doing a quick class Introduction survey on how many Ss use computers Teacher discuss with Ss the questions. (1) frequently and what they use them for (e.g. watching movies, listening to music, playing games, accessing social media, doing homework, etc.). Give examples of your own use of computers and mobile phones. Then have Ss work in pairs to discuss the questions. Call on some pairs to share their ideas once they have finished their discussion. Write the ideas on the board. - Ask Ss to read the text and underline any words they don’t know. Have Ss discuss any unfamiliar words from the text. Ss then work individually to choose the best answer. They need to be able to explain their choice as well. Tell Ss for this exercise they will need to look at the keywords in the responses in order to find out the questions. Ss work individually then compare their answers with a partner Explain to Ss that these speech bubbles are from Quang and his parents. Ss may 16 READING 1. Read then choose the correct answer: Key: 1.B 2.C 2. Write the questions for the answers based on information from the text Key: 1.Is Quang’s garden real? 2. What is the 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? SPEAKING 3. Quang and his parents are talking about how he should spend work in pairs or in groups, but they will need to say why they think who says what, based on the information from the passage. Go through the phrases in the Language notesbox with Ss. 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’s so true. / I’m afraid I don’t agree. In pairs, have Ss choose a speech bubble and combine it with the language in the Language notes box. Ask for volunteers to demonstrate their short exchanges. Before the role-play starts, arrange Ss into three groups: the group that plays 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 opinions. When they are ready, put Ss into new groups which contain Quang, Quang’s parents, and Quang’s teacher. his free time. Decide which statements are from Quang and which are from his parents. Keys: Quang’s parents: - Go out and play a sport. It’s good for you! - You see your real friends less and less. - Sitting for too long in front of the computer makes your eyes tired. 4. Role play WHAT IS THE SOLUTION? - Ss can use the language in 4 for their role-play, and emphasise that the phrases in the Study skillbox should be used in their discussion. - If time allows, call on two or three groups to repeat their role-play for the class. 4. Consolidation Teacher gets students to retell what they have learnt. 5. Homework - Prepare for the next lesson: Unit 1: Skills 2. - Learn by heart all the new words 17 - Do Ex D (WB) 18 Unit 1 Leisure activities TiÕt 07 Skills 2 Ngµy d¹y: ...... /8/2016 I. Aims To help students develope writing skill, listening skill. II. Objectives By the end of the lesson students will be able to: - Listen to get specific information about way of spending time with friends. - Write to discuss an opinion about leisure activities. III. Materials - Text book - Board, chalk,... - A cassette and an audio compact disc. IV. Anticipated problems It is rather difficult for weak Ss to express their ideas. V. Procedure 1. Warmer - Greeting. - Checking attendance. - Asking for the teaching date. 2. Revision - Check Ss’ homework 3. New lesson Teacher’s activities Pre teach Students’ activities I. New words - Teacher uses different techniques to - obesity (n) /əʊˈbiː.sə.ti/: sự béo phì teach vocab (situation, explaination) - irritated (adj) /ˈɪr.ɪ.teɪ.tɪd/: tức tối, - Follow the seven steps of teaching vacab. * Checking technique: Slap the board. cáu - cause (v): gây ra - satisfied (adj) /ˈsæt.ɪs.faɪd/: hài - Share some of the things you often lòng 19 enjoy doing with friends in your free time. - Ask some pairs to volunteer to tell the class if they find each other’s answers interesting. - hang out (v): đi chơi với bạn II. Listening 1. Chatting. Ss tell each other what they usually do with their friends. Tell Ss that they are going to listen to a radio programme. Ask them to look at the questions and underline the keywords before T plays the recording. 2. Listen then answer the questions Key: 1.The topic of this week’s programme is hanging out with your friends. - Play the recording as many times as 2. There are two main ways: hanging needed. Ss work individually then out indoors or outdoors. compare answers with their partner 3. Listen and complete the table - Have Ss cover the box and write some of these words/ phrases on the board. Ask Ss where in a paragraph they often see these words and what could be the purpose for using them. Key: 1. movies 2.cinema 3. crafts 4. Sports 5. physical health 6.people 7. cultural centres III. Writing Ss work individually to complete the task, and discuss their answers with a 4. Gap fill partner. Remind Ss that for some gaps there is more than one Key: 1. In my opinion/I believe 2.Firstly 3. Secondly correct answer. 4. Besides/Also/In addition 5. For This task can be done in small groups these reasons/In short/As I have where each group chooses one question. They then agree on an 5. Writing I believe the best leisure activity opinion and work together to brainstorm the ideas to argue for their for teenagers is any group activity. points. Each member will need to write This could be playing a team sport his/ her own piece. Remind Ss to use or joining a hobby group or even 20
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