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Mô tả: KHBD TIẾNG ANH 8 TUẦN 6TIẾT 16-18 U 2 - L 1 - Pronun, PRAC _ Speaking, L2 NW, reading, Grammar WEEK 6 Date of planning: 05/10/2023 Period: 16 Period (Timetable) Date of teaching Class Attendance Absence Permission Non-permission …/10/2023 8A …/10/2023 8B …/10/2023 8C UNIT 2: LIFE IN THE COUNTRY Lesson 1.3 – Pronunciation, Practice & Speaking, pages 16 & 17 1. Objectives By the end of this lesson, students will be able to… 1.1. Language knowledge/ skills - practice /tʃ/ sound - talk about talk about life in the country and the city, using quantifiers with countable and uncountable nouns and politely disagreeing. 1.2. Competencies - improve Ss’ communication and collaboration. 1.3. Attributes - know good and bad points about life in the country and life in the city. 2. Teaching aids and materials - Teacher’s aids: Student’s book and Teacher’s book, class CDs, DCR– Phần mềm tương tác trực quan, DHA – Ứng dụng trò chơi tương tác, projector / interactive whiteboard /TV (if any), PowerPoint slides. - Students’ aids: Student’s book, Workbook, Notebook. 3. Assessment Evidence Performance Tasks Performance Products Assessment Tools - Listen and cross out the one with the different sound. - Read the words to your partner. - Practice the conversation - Make two more conversations using the ideas on the right. - In your group, choose the two best and worst things about life in the city and life in the country, and present to the class. - Ss’ answers. - Ss’ answers. - Ss’ performance. - Ss’ performance. - Ss’ performance - Observation. - Observation. - Observation. - Observation. -Observation. 4. Procedures A. Warm up: 5’ a. Objective: lead in the new lesson. b. Content: pronunciation activity. c. Expected outcomes: Ss can find the words with different underlined sounds and the words with different main stress. d. Organization Teacher’s activities Students’ activities Choose the word whose underlined part is pronounced differently form that of the others. 1. A. school B. child C. chair D. chore 2. A. peace B. bread C. meat D. beach 3. A. nature B. nation C. fashion D. bacon - Ask Ss to work in pairs to choose the word with different underlined sounds. - Pick some Ss to give their answer. - Give feedback. Choose the words whose main stress is placed differently from the others. 1. A. vehicle B. library C. pollution D. hospital 2. A. theater B. animal C. computer D. vegetable 3. A. facility B. activity C. environment D. transportation - Ask Ss to work in pairs to choose the word with different main stress. - Pick some Ss to give their answer. - Give feedback. - Work in pairs to choose the word with different underlined sounds. -Give answers. Answer keys: 1. A 2. B 3. C - Work in pairs to choose the word with different main stress. - Give answers. Answer keys: 1. C 2. C 3. D B. New lesson (35’) 1. Pronunciation: 10’ a. Objective: to help Ss pronounce /tʃ/ sound correctly. b. Content: tasks a, b, c & d. c. Expected outcomes: Ss can pronounce /tʃ/ sound correctly d. Organization Teacher’s activities Students’ activities Presentation: Task a: - List some words with /tʃ/ sound on the board. Chair, chore, child, chalk, teacher - Show them how to pronounce /tʃ/ sound. - Say the words on the board and ask them to listen and repeat. Task b: - Ask Ss to listen to the words and focus on the underlined letters (using the DCR/PPT slides). much, nature -Get Ss to pay attention to some exceptions: Nature, picture, question, suggestion school, character, scholarship, Christmas Practice Task c: Listen and cross out the one with the different sound. such cheese stomach chair - Ask Ss to listen and cross out the one with the different sound. - Pick some Ss to say the words and give the answers. - Check their answers. - Get Ss to listen again and repeat. Task d: Read the words to your partner using the sounds noted in "a." - Ask Ss to work in pairs to read the words to their partners with the correct pronunciation. - Pick some students to say the words and correct their pronunciation if necessary. -Listen and take notes. - Listen and repeat -Listen and take notes -Listen and cross out the one with the different sound. -Say the words and give the answers. Answer Key: Stomach -Listen again and repeat. -Work in pairs to read the words to their partners with the correct pronunciation 2. Practice: 10’ a. Objectives: to help Ss practice talking about life in the country and life in the city. b. Content: task a, task b c. Expected outcomes: Ss can make a conversation about life in the country and life in the city. d. Organization: Task a: Practice the conversation. Swap roles and repeat. - Ask Ss to work in pairs to practice the conversation. - Pick some pairs to perform the conversation in front of the class. - Correct their pronunciation if necessary. Annie: Hi, James. Do you think it's better to live in the city or the country? James: Hi, Annie. I think it's better to live in the country. Annie: Really? Why? James: Because there is lots of fresh air in the country. Annie: Yes, but it's boring. I want to live in the city because there are lots of facilities. James: Really? I think there are too many vehicles in the city, and there isn't enough room. Annie: That's true, but there are lots of schools and hospitals in the city. James: Yes, but I still prefer the country. I want to live there when I'm older. Task b: Make two more conversations using the ideas on the right. - Ask Ss to work in pairs to make two more conversations using the ideas on the right. - Pick two pairs to perform two conversations in front of the class. - Correct their pronunciation if necessary. -Work in pairs to practice the conversation. -Perform the conversation in front of the class. - Work in pairs to make two more conversations using the ideas on the right. - Perform two conversations in front of the class. Answer keys: Conversation 1 Annie: Hi, James. Do you think it's better to live in the city or the country? James: Hi, Annie. I think it's better to live in the country. Annie: Really? Why? James: Because there is lots of nature in the country. Annie: Yes, but it's boring. I want to live in the city because there is lots of entertainment. James: Really? I think isn't enough peace and quiet in the city, and there isn't enough fresh air. Annie: That's true, but there are lots of shops and movie theaters in the city. James: Yes, but I still prefer the country. I want to live there when I'm older. Conversation 2 Annie: Hi, James. Do you think it's better to live in the city or the country? James: Hi, Annie. I think it's better to live in the country. Annie: Really? Why? James: Because there are lots of animals in the country. Annie: Yes, but it's boring. I want to live in the city because there are lots of things to do. James: Really? I think is too much noise in the city, and there isn't enough nature. Annie: That's true, but there are lots of markets and cafes in the city. James: Yes, but I still prefer the country. I want to live there when I'm older. 3. Speaking: 15’ a. Objectives: to help Ss practice talking about life in the country and life in the city. b. Content: task a, task b c. Expected outcomes: Ss can present advantages and disadvantages about the country and the city. d. Organization: Teacher’s activities Students’ activities Task a: In threes: Compare the points below, and say which place you think is better to live in and why. • fresh air • nature • room • noise/peace and quiet • vehicles • facilities (your own ideas) • entertainment (your own ideas) - Introduce the task. - Divide the class in groups of three. - Ask Ss to share their ideas about the above points in the country and in the city. - Ask each group to choose one to take notes the ideas of every member in the group on each point. - Go around and help if necessary. -Share their ideas about the above points in the country and in the city and take notes. Sample answers: A: I would like to live in the country because there is lots of nature. B: That's true, but the country is boring, and there isn't enough entertainment like shopping malls. I'd prefer to live in the city. C: Yes, but there is too much noise in the city. Task b: In your group, choose the two best and worst things about life in the city and life in the country, and present to the class. - Ask Ss to discuss in their group and decide two best and worst things about life in the city and life in the country (based on the ideas they have shared). - Pick some Ss to present their group’s ideas. - Give feedback. -Discuss in their group and decide activities the youth center should have next summer. -Share their ideas. C. Consolidation and homework assignments: 5’ - Pronunciation: the /tʃ/ sound. - Prepare the next lesson: Lesson 2.1 – Vocab & Reading, pages 18 & 19 5. Reflection a. What I liked most about this lesson today: ………………………………………………………………………………………… b. What I learned from this lesson today: ………………………………………………………………………………………… c. What I should improve for this lesson next time: ………………………………………………………………………………………… WEEK 6 Date of planning: 05/10/2023 Period: 17 Period (Timetable) Date of teaching Class Attendance Absence Permission Non-permission …/10/2023 8A …/10/2023 8B …/10/2023 8C UNIT 2: LIFE IN THE COUNTRY Lesson 2.1: New words & Reading, pages 18 & 19 1. Objectives By the end of this lesson, students will be able to… 1.1. Language knowledge/ skills - learn and use vocab. related to life in the country and life in the city - practice reading for gist and for detail 1.2. Competences - improve Ss’ communication, collaboration, analytical, critical thinking skills. 1.3. Attributes - love life in the country. 2. Teaching aids and materials - Teacher’s aids: Student’s book and Teacher’s book, class CDs, DCR– Phần mềm tương tác trực quan, DHA – Ứng dụng trò chơi tương tác, projector / interactive whiteboard /TV (if any), PowerPoint slides. - Students’ aids: Student’s book, Workbook, Notebook. 3. Assessment Evidence Performance Tasks Performance Products Assessment Tools - Read the words and definitions, then match the words with the pictures. - Talk about what you like to do when you visit places in the country. - Read a blog post and choose the best main idea. - Talk about your favorite folk games. - Ss’ answers. - Ss’ answers. - Ss’ answers. - Ss’ answers. - Observation. - Observation. - Observation. - Observation. 4. Procedures A. Warm up: 5’ a. Objective: to introduce the topic of the new lesson. b. Content: Let’s talk! c. Expected outcomes: Ss can talk leisure activities in the country. d. Organization Teacher’s activities Students’ activities In pairs: Look at the picture. What are the children doing? What else can children do for fun in the country? - Ask Ss to work in pairs, to talk about what the children in the picture are doing and some more leisure activities in the country. - Pick some Ss to share their ideas. - Give feedback. - Talk with their partner about the picture and list some more leisure activities in the country that they know. - Share their ideas. Sample answers: Read books, play hide and seek, fly a kite B. New lesson (35’) 1. Vocabulary: 15’ a. Objective: to help Ss know more vocabulary about leisure activities in the country. b. Content: tasks a & b. c. Expected outcome: Ss can talk about their favorite leisure activities. d. Organization Teacher’s activities Students’ activities Task a: a. Read the sentences, then match the words with the definitions. Listen and repeat. - Ask Ss to read the sentences and the definitions, then underline key words to help guess the meaning of new words. - Pick some Ss to share their ideas. - Give feedback. - Ask Ss to match the words with their definitions. - Let Ss check with their partners. - Pick some Ss to give their answers. - Check their answers. - Ask Ss to listen and repeat chorally. - Pick some Ss to say the words and correct their pronunciation if necessary. - Check their memory by playing a game in pairs: Student A say the definition, Student B say the word (with books closed). Task b. In pairs: Talk about what you like to do when you visit places in the country. -Ask Ss to work in pairs to talk about what they like to do when they visit places in the country and say the reasons. - Pick some Ss to share their ideas. - Give feedback. - Read the sentences and the definitions, then underline key words. - share their ideas Answer Keys: 1. __________: a person's place of birth 2. __________: traditional to a group of people or a place 3. __________: a game that two teams hold a rope and try to pull the hardest 4. __________: a game that two people hold a rope and one or more people jump over it 5. __________: to take flowers or fruit from the plant or tree where they are growing 6. __________: a game that players use wooden toys which spin very quickly 7. __________: to make animals move together as a group -Match the words with their definitions. - Check with their partners. - Give their answers. Answer Keys: 1. hometown 2. Folk 3. tug of war 4. jump rope 5. Pick 6. spinning tops 7. herd - Listen and repeat chorally. - Say the words individually. - Talk with their partners about what they like to do when they visit places in the country. - Share their ideas. Sample answers: A: When I go to my hometown, I like to play soccer with my friends. B: I prefer to play folk games with my family. 2. Reading: 20 minutes a. Objective: to help Ss practice reading for gist and for specific information. b. Content: tasks a, b, and c. c. Expected outcomes: Ss can figure the main idea and answers the questions about details. d. Organization: Teacher’s activities Students’ activities Task a: Read Vy's blog post. What does she mostly talk about? 1. popular activities in her hometown 2. her family's favorite folk games - Introduce the task. - Ask Ss to read through the blog post and choose the main idea. - Give Ss some time to read. - Pick some students to give their answers and justify their choice. - Give feedback. - Read through the blog post and choose the main idea. - Give their answers. Answer Keys: 1. popular activities in her hometown (They prefer to play outdoors. They play sports and folk games. The girls love to jump rope and pick flowers. The boys love to play tug of war and soccer.) Task b . Now, read and circle the correct answers. - Ask Ss to read the questions and underline the key words. - Pick some Ss to share their ideas. - Give feedback. 1. Where was Vy last week? A. in Ho Chi Minh City B. in her hometown C. in another country 2. What don't kids do in Vy's hometown? A. play computer games B. pick flowers C. play soccer 3. What do girls like to do in Vy's hometown? A. play spinning tops B. play tug of war C. pick flowers 4. What do boys like to do in Vy's hometown? A. jump rope B. play tug of war C. herd buffalo 5. What does the word it in paragraph 4 refer to? A. a game B. a song C. a place - Ask Ss to read the blog post and choose the best answer for each question. - Let Ss check with their partner. - Pick some students to give their answers and give evidence for their choices. - Confirm the answers. - Read the questions and underline the key words. - Share their ideas. Answer keys: 1. Where was Vy last week? 2. What don't kids do in Vy's hometown? 3. What do girls like to do in Vy's hometown? 4. What do boys like to do in Vy's hometown? 5. What does the word it in paragraph 4 refer to? - Read the blog post and choose the best answer for each question. - Check with their partner. - Give their answers. Answer keys: 1. B – hometown (Sorry I didn't post anything last week! I couldn't use my computer because I wasn't at home. I visited my family in my hometown.) 2. A - play computer games (Here, the kids never play computer games, and they rarely watch TV.) 3. C - pick flowers (The girls love to jump rope and pick flowers.) 4. B - play tug of war (The boys love to play tug of war and soccer.) 5. A- a game (I prefer to play chess because it's more relaxing than some folk games. My uncle and I sometimes sit down and play it under a tree.) 3. Post-reading a. Objective: to give Ss opportunities to talk about their favorite folk games. b. Content: tasks d. c. Expected outcomes: Ss can talk about the folk game they like and say why. d. Organization: Task d: In pairs: Which folk games do you like? Why? - Ask Ss to work with their partner to talk about the folk game they like and state the reasons. - Pick some Ss to share their ideas. - Give feedback. - Work with their partner to talk about the folk game they like and state the reasons. - Share their ideas. Sample answers: I really like tug of war because it's exciting, and many people can play it together. C. Consolidation and homework assignments: 5’ - Vocabulary: hometown, Folk, tug of war, jump rope, Pick, spinning tops, herd - Do vocabulary and reading exercises in workbook on pages 10 & 11. - Prepare the next lesson: Lesson 2.2 - Grammar, pages 19 & 20 - Do the exercises in Tiếng Anh 8 i-Learn Smart World notebook (page 15). 5. Reflection a. What I liked most about this lesson today: ………………………………………………………………………………………… b. What I learned from this lesson today: ………………………………………………………………………………………… c. What I should improve for this lesson next time: ………………………………………………………………………………………… WEEK 6 Date of planning: 05/10/2023 Period: 18 Period (Timetable) Date of teaching Class Attendance Absence Permission Non-permission …/10/2023 8A …/10/2023 8B …/10/2023 8C UNIT 2: LILE IN THE COUNTRY Lesson 2.2 - Grammar, pages 19 & 20 1. Objectives By the end of this lesson, students will be able to… 1.1. Language knowledge/ skills - learn, practice and use Verbs expressing preference + to infinitive and adverbs of frequency 1.2. Competences - improve Ss’ communication, collaboration, analytical, critical thinking skills. 1.3. Attributes - have knowledge about folk games. 2. Teaching aids and materials - Teacher’s aids: Student’s book and Teacher’s book, class CDs, DCR– Phần mềm tương tác trực quan, DHA – Ứng dụng trò chơi tương tác, projector / interactive whiteboard /TV (if any), PowerPoint slides.- Students’ aids: Student’s book, Workbook, Notebook. 3. Assessment Evidence Performance Tasks Performance Products Assessment Tools - Read about verbs (to express preference) + to-infinitives and adverbs of frequency, then fill in the blanks to complete a conversation. - Read the examples and unscramble the sentences. - Write sentences using the prompts. - In pairs: Ask and answer about what An likes to do. - Ss’ answers. - Ss’ answers. - Ss’ answers. - Ss’ answers. - Observation. - Observation. - Observation. - Observation. 4. Procedures A. Warm up: 5’ a. Objective: to review vocabulary about folk games. b. Content: vocabulary game c. Expected outcomes: Ss can name the folk games they have learned. d. Organization Teacher’s activities Students’ activities Word race - Divide the class into two groups. - Pick one student at a time to mime the game given in a piece of paper; ask the two groups to guess; decide the winner with mor correct guesses. -Play the game in two groups Possible words: Tug of war, hide and seek, herd buffalo, pick flowers, play soccer, spinning tops, jump rope, fly a kite. B. New lesson (35’) 1. Presentation: 15’ a. Objective: to help Ss know the verb form after Verbs (to express preference) and how to use Adverbs of frequency correctly. b. Content: tasks a & b. c. Expected outcomes: Ss can use to infinitive after Verbs (to express preference) and use Adverbs of frequency correctly. d. Organization Teacher’s activities Students’ activities Verbs (to express preference) + to -infinitives - Ask Ss to read the sentences below and circle the Verbs (to express preference) and underline the verbs after them, then answer the question: What’s the form of the verbs after verbs to express preference. A: What do kids in your town like to do? B: They like to play tug of war here. - Pick some Ss to give the answers. - Check their answers. - Give some more examples: I love to play folk games. She prefers to play spinning tops. They don't like to go to the park. Adverbs of frequency - Write some adverbs of Frequency on the board: never, rarely, sometimes, often, usually, always. - Ask Ss to insert the adverbs of frequency on the time line: - Pick some Ss to give the answers. - Check their answers. - Introduce the use of Adverbs of frequency: to say how often things happen. - Review the positions of Adverbs of frequency by asking Ss to complete the rules with after or before: We use adverbs of Frequency … verbs and … To Be. - Pick some Ss to give the answers. - Confirm their answers. Task a: Read about verbs (to express preference) + to-infinitives and adverbs of frequency, then fill in the blanks. - Ask Ss to read about verbs (to express preference) + to-infinitives and adverbs of frequency, then fill in the blanks with appropriate words. - Get Ss to check with their partners. - Pick some Ss to give their answers. Task b. Listen and check your answers. Listen again and repeat. - Ask Ss to listen and check. - Pick some Ss to share their ideas. - Check their answers. - Ask Ss to listen again and repeat chorally. - Pick some pairs to read the conversation again and check their pronunciation if necessary. - Read the sentences below and circle the Verbs (to express preference) and underline the verbs after them, then answer the question Answer keys: To infinitive -Listen and take notes. -Insert the adverbs of frequency on the time line. -Give their answers. Answer keys: Answer keys: We use adverbs of Frequency before verbs and after To Be. - Read about verbs (to express preference) + to-infinitives and adverbs of frequency, then fill in the blanks. - Check with their partners. - Give their answers. -Listen and check. - Give their answers. Answer keys: What do kids like to do in your town? They like to jump rope here. They usually jump rope on the beach. -Listen and repeat. 2. Practice: 15’ a. Objective: to help Ss practice using Verbs (to express preference) + to -infinitives and Adverb of Frequency correctly. b. Content: tasks a, b, and c. c. Expected outcomes: Ss can talk about the activities they like doing and how often they do them using Verbs (to express preference) + to -infinitives and Adverb of Frequency. d. Organization: Teacher’s activities Students’ activities Task a: Read the examples and notes above, then unscramble the sentences. - Introduce the task. - Ask Ss to unscramble the sentences. - Let Ss check with their partner. - Pick some students to write their sentences on the board. - Check their sentences. 1. visit/to/love/We/the/country. 2. to/games./He/folk/prefers/play 3. play?/she/like/Where/does/to 4. play/to/don't/shuttlecock./like/I 5. they/hometown?/to/their/Do/like/visit 6. spinning/with/never/play/tops/my/sister./I 7. herd/buffalo/you/always/on/weekends?/Do 8. play/games/folk/in/cities./rarely/People - Unscramble the sentences - Check with their partner. - Write their answers. Answer Keys: 1. We love to visit the country. 2. He prefers to play folk games. 3. Where does she like to play? 4. I don't like to play shuttlecock. 5. Do they like to visit their hometown? 6. I never play spinning tops with my sister. 7. Do you always herd buffalo on the weekends? 8. People rarely play folk games in cities. Task b: Write sentences using the prompts. - Ask Ss to write sentences using the prompts. - Let Ss check with their partner. - Pick some Ss to write their answers on the board. - Check their answers. 1. I/like/visit/country. 2. she/prefer/jump rope? 3. what/kids/like/play/here? 4. he/like/play/tug of war. 5. we/not/like/pick/flowers. 6. we/not/often/play spinning tops/after school. 7. who/she/usually/jump rope/with? 8. people/my hometown/sometimes/play/folk games. Task c: In pairs: Ask and answer about what An likes to do. - Ask Ss to work in pairs to ask and answer about what An likes to do. - Pick some pairs to speak. - Give feedback. - Write sentences using the prompts. - Check with their partner. - Write their answers on the board. Answer keys: 1. I like to visit the country. 2. Does she prefer to jump rope? 3. What do kids like to play here? 4. He likes to play tug of war. 5. We don't like to pick flowers. 6. We don't often play spinning tops after school. 7. Who does she usually jump rope with? 8. People in my hometown sometimes play folk games. -Work in pairs to ask and answer about what An likes to do. Sample: A: Does An like to jump rope? B: No, she doesn't. She never jumps rope. 3. Production: 5’ a. Objective: to help Ss use the language in real situation. b. Content: Speaking activity. c. Expected outcomes: Ss can talk about their schedule using Present Simple Tense and prepositions of time appropriately. d. Organization: Teacher’s activities Students’ activities - Ask Ss to work in pairs to ask and answer about what they like doing for fun and how often they do those activities. - Pick some pairs to speak. - Give feedback. - Work in pairs to ask and answer about what they like doing for fun and how often they do those activities. Sample: A: What do you like to do for fun? B: I prefer to play sports. I often play badminton with my friends after school. C. Consolidation and homework assignments: 5’ - Grammar: Verbs (to express preference) + to -infinitives and Adverbs of Frequency. - Do exercises in workbook on page 11. - Prepare the next lesson: Lesson 2.3 – Pronunciation & Speaking, pages 21 & 22 - Do the exercises in Tiếng Anh 8 i-Learn Smart World notebook (page 16). 5. Reflection a. What I liked most about this lesson today: ………………………………………………………………………………………… b. What I learned from this lesson today: ………………………………………………………………………………………… c. What I should improve for this lesson next time: …………………………………………………………………………………………