Tác giả: Tràn Thị Chiến
Chủ đề: Giáo dục
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Mô tả: Date of planning: 22.02.2025 Period 67 UNIT 6: LIFE ON OTHER PLANETS Lesson 1.3 – Pronunciation & Speaking (pages 56 & 57) I. OBJECTIVES By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills - practice intonation for interest / opinion words. - practice making predictions about where humans will live in the future, using Future Simple. *Students with disabilities wil bee able to practice intonation for interest / opinion words. 1.2. Competences - improve Ss’ communication, collaboration and critical thinking skills. 1.3. Attributes - be aware of what will happen in the future. II. TEACHING AIDS AND LEARNING MATERIALS 1. Teacher’s aids: Student book and Teacher’s book, class CDs, Digital Book (DCR phần mềm tương tác SB, DHA (từ vựng/ cấu trúc) phần mềm trò chơi tương tác), projector/interactive whiteboard / TV (if any), PowerPoint slides, handouts. 2. Students’ aids: Student’s book, workbook, notebook, paper. III. ASSESSMENT EVIDENCE Performance Tasks Performance Products Assessment Tools - Listen to the sentences and focus on how the intonation falls. - Ss’ performance and answers. - T’s observation. - Listen and cross out the sentence that doesn't follow the note in "a." - Ss’ answers. - T’s feedback/Peers’ feedback. - Listen to the sentences and focus on how the intonation falls. - Ss’ performance. - T’s feedback/Peers’ feedback. - Take turns asking and answering using the prompts. - Ss’ performance. - T’s feedback/Peers’ feedback. - Take turns asking and answering using the prompts. - Ss’ performance / Presentation. - T’s observation, T’s feedback/Peers’ feedback. - Make predictions about where people will and won't live in the future and why. Do you agree with the other pair's choices? Why (not)? - Ss’ performance / Answers. - T’s feedback/Peers’ feedback. IV. PROCEDURES -Organization(1’) Class Date of teaching Absent students 8A 8B 8C A. Warm up: (5’) a) Objective: Introduce the new lesson and set the scene for Ss to acquire new language; get students' attention at the beginning of the class by enjoyable and short activities as well as to engage them in the steps that followed. b) Content: Reviewing the Future Simple. c) Expected outcomes: Ss know some information that is useful for them in other speaking activities. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Review the Future Simple. (WB – page 33) - Divide the class into groups. - Have Ss in each group match the sentence halves. - Call Ss to write answers on the board. - Check Ss’ answers give feedback. - The group with the most correct answers is the winner. - Lead to the new lesson. - Form groups. - Work in groups to match the halves. - Write answers. Answer keys 2. D 3. A 4. E 5. B B. New lesson (35’)  Activity 1: Pre-Speaking: Pronunciation (8’) a) Objective: Introduce Falling Intonation. b) Content: - recognizing how to use intonation based on interest/opinion words. - listening and checking, and crossing out the word that doesn’t follow the previous note. - practicing. c) Expected outcomes: Ss focus on how the intonation falls in their speaking. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Tasks a & b. Go over the pronunciation feature. Listen to the sentences and focus on how the intonation falls. *NOTE: Falling intonation describes how the voice falls on the final stressed syllable of a phrase or a group of words. (https://dictionary.cambridge.org/ grammar/british-grammar/intonation) - Play the recording (CD2, track 5). - Ask Ss to listen and focus on the interest/opinion words such as dangerous and crazy. - Have students listen audio and notice the pronunciation feature. - Focus on the examples and briefly explain the pronunciation feature. - Play audio again and draw attention to how the intonation falls. Tasks c & d. Listen and cross out the word that doesn’t follow the note in “a”. Then, read the sentences to a partner. - Play the recording (CD 2 – Track 5), have Ss listen and cross out the option that doesn’t follow the note in “a”. - Call Ss to give answers. - Play the recording again and check answers as a whole class. - Have students practice saying the sentences with a partner using the pronunciation feature. - Give feedback. - Listen. - Listen again and repeat. - Tell the feature. - Listen and focus on the feature. - Listen and give answers. Answer keys - Practice in pairs.  Activity 2: While-speaking (22’) a) Objective: Students can talk about their own ideas regarding future predictions. b) Content: Asking and answering using the prompts, then practice with Ss’ own ideas. c) Expected outcomes: Ss produce the new language successfully. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES PRACTICE *OPTION 1: Task a. Take turns asking and answering using the prompts. - Demonstrate the activity by asking and answering with a student. - Emphasize the note as follows: - Divide the class into pairs. - Have students take turns asking and answering using the prompts. - Circulate during this time to give any help needed. - Provide feedback. Task b. Practice with your own ideas. - Have students practice the activity with their own ideas. - Circulate during this time to give any help needed. - Have some pairs demonstrate the activity in front of the class. - Provide feedback. *OPTION 2: Read the following questions using the prompts. Ask your partner. Write Yes or No and the reason(s). Then write about your choices and practice with your own ideas. - Use the handout below and give each pair one copy. - Have Ss work individually in order to answer their own answers first. - Have students practice the activity, using the prompts and their own ideas. - Circulate during this time to give any help needed. - Provide feedback. - Observe and listen. - Work in pairs. - Present. - Work individually. - Demonstrate the activity. - Work individually. - Ask and answer the questions in pairs. *HANDOUT: Read the following questions using the prompts. Ask your partner. Write Yes or No and the reason(s). Then write about your choices and practice with your own ideas. Questions Do you think …? Why? Your partner’s answer: Yes or No? Why? Your answer: Yes or No? Why? 1. people/live/the moon/future? Do you think people will live on the moon in the future? Why? ………………………… 2. Mars/good place to live/100 years? Do you think … ? Why? ………………………… 3. families/live/space stations/20 years? Do you think … ? Why? …………………………  Activity 3: Production (5’) a) Objective: Students can make predictions of future life. b) Content: Making predictions about where people will and won't live in the future and why. c) Expected outcomes: Ss produce the new language successfully in everyday speaking and writing. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Tasks a & b. You're talking to a friend about life in the future. In pairs: Make predictions about where people will and won't live in the future and why. Use the information from the lesson and your own ideas. Then answer the question “Do you agree with the other pair's choices? Why (not)?” - Demonstrate the activity by practicing with a student. - Divide the class into pairs, then combine pairs into groups of four. - Have students discuss where they think people will and won't live in 2100 and why. - Have students from each pair say where they think people will and won't live in the future and why. - Have groups share their findings with the class. - Give feedback. - Discuss in pairs. - Work in groups of four. - Discuss. - Talk about their ideas. - Share answers with the class. C. Consolidation and homework assignments (4’) * Consolidation: Using falling intonation for interest / opinion words and making predictions about where humans will live in the future, using Future Simple. * Homework: - Practice: Write five sentences, using will regarding the reasons for where you think people will/ won’t live in the future. - Do the exercises in WB: Writing (page 33). - Play consolidation games in Tiếng Anh 8 i-Learn Smart World DHA App on www.eduhome.com.vn - Prepare: Unit 6 - Lesson 2.1 – Vocabulary & Listening (pages 58 & 59 – SB). V. 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: …………………………………………………………………………… ************************* Date of planning: 22.02.2025 Period 68 UNIT 6: LIFE ON OTHER PLANETS Lesson 2.1 – Vocabulary and Listening (pages 58 & 59) I. OBJECTIVES By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills - know more words about life on other planets (appear, disappear, disk-shaped, flying saucer, huge, tiny, strange, terrified, UFO). - listen to and understand interviews with people talking about strange things they saw (for specific details). - know how to use functional English – Showing interests *Students with disabilities wil bee able to know more words about life on other planets (appear, disappear, disk-shaped, flying saucer, huge, tiny, strange, terrified, UFO). 1.2. Competences - improve Ss’ communication, collaboration, analytical and critical thinking skills. 1.3. Attributes - be aware of what will happen in the future II. TEACHING AIDS AND LEARNING MATERIALS 1. Teacher’s aids: Student book and Teacher’s book, class CDs, Digital Book (DCR phần mềm tương tác SB, DHA (từ vựng/ cấu trúc) phần mềm trò chơi tương tác), projector/interactive whiteboard / TV (if any), PowerPoint slides. 2. Students’ aids: Student’s book, workbook, notebook. III. ASSESSMENT EVIDENCE Performance Tasks Performance Products Assessment Tools - Do the word search. - Ss’ answers. - T’s feedback/Peers’ feedback. - Read the text and number the definitions. Listen and repeat. - Ss’ presentation. - T’s feedback/Peers’ feedback. - Talk about their predictions of UFOs and aliens. - Ss’ presentation/ answers. - T’s feedback/Peers’ feedback. - Listen to two interviews with people talking about strange things they saw. How did the people feel? - Ss’ answers. - T’s feedback/Peers’ feedback. - Listen and fill in the blanks. - Listen to the conversation again and number the phrases in the order you hear them. - Ss’ answers. - Ss’ answers. - T’s feedback/Peers’ feedback. - T’s feedback/Peers’ feedback. - Speak: What do you think Nancy and Jim saw? Why? - Ss’ answers/ presentation. - T’s observation and feedback. IV. PROCEDURES -Organization(1’) Class Date of teaching Absent students 8A 8B 8C A. Warm up: (5’) a) Objective: Introduce the new lesson and set the scene for Ss to acquire new language; get students' attention at the beginning of the class by enjoyable and short activities as well as to engage them in the follow-up steps. b) Content: Introducing words about future life / Introduce: Language to show interest. c) Expected outcomes: Ss get to know some new words / structures they are going to study in the lesson. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES * OPTION 1: Watch a video and answer the question. - Have Ss watch the video https://www.youtube.com/watch?v=NnlYcTrqTBg and give their answers to the question Can you see someone/ something special in the video? - Call Ss to give answers. - Check Ss’s answers and give feedback. - Lead to the new lesson. * OPTION 2: Let’s Talk! - Divide the class into pairs. - Have Ss look at the picture and discuss the questions. What do you think is happening? Where can you see or hear about something like this? Do you think the stories are real? - Elicit answers from some Ss. - Lead to the new lesson. - Watch the video. - Answer. - Work in pairs. - Answer the questions. B. New lesson (35’)  Activity 1: Pre-Listening (Vocabulary) (12’) a) Objective: Ss get to know words about UFO and alien sightings. b) Content: - Vocabulary study (appear, disappear, disk-shaped, flying saucer, huge, tiny, strange, terrified, UFO). - Speaking: Talk about UFOs and aliens. c) Expected outcomes: Ss know how to pronounce the new words correctly and use them when they do other listening tasks. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Teach Vocabulary - Introduce new words with the following techniques. 1. alien (picture) 2. appear >< disappear (antonym) 3. disk-shaped (picture) 4. flying saucer (picture) 5. huge >< tiny (antonym) 6. strange (explanation: not familiar) 7. terrified (mime) 8. UFO (picture) + UFO stands for unidentified flying object. * OPTION 1: Task a. Read the text and number the definitions. Listen and repeat. - Demonstrate the activity using the example. - Have students read the text and number the definitions. - Divide the class into pairs and have students check their answers with their partners. - Play audio (CD2 – Track 2). Have students listen and repeat. - Check answers as a whole class using DCR. - Correct Ss’ pronunciation. * OPTION 2: Choose the correct word for each sentence. - Have Ss read the sentences regarding the words they have learned in Task a. - Ask Ss to give answers and tell the meaning of words again. - Check answers as a whole class. - Call some Ss to read the words again. - Correct Ss’ pronunciation if necessary. *ILLUSTRATION (adapted from page 34 – WB) Choose the correct word for each sentence. 1. Suddenly, a UFO appeared/ disappeared in the sky, and it made a strange sound. 2. The alien had ten huge/ tiny eyes on its head. They were so small! 3. I was walking home from school when I saw a disk-shaped/ round-shaped thing in the sky. It was round and thin. 4. I was running after the alien, but then it appeared/ disappeared. I couldn't see it anywhere. 5. The government doesn't know what flew over the city. They're calling it a (an) UFO/ alien. 6. I saw a (an) flying saucer/ airplane last night. It was round, and I'm sure it was from another planet. 7. I was laying in bed when I heard a strange/ pleasant sound. I didn't know what it was, but it sounded like an animal. 8. My sister and I felt so scared when we saw the UFO. My sister was more scared than me. She was huge/ tiny. 9. In the movie, an UFO/ alien from another planet visited Earth. It has two heads and long arms. 10. I can't believe how big the ship was. It was huge/ tiny! Task b. In pairs: Do you think there are UFOs and aliens? What do you think they look like? - Have pairs discuss the questions. - Have some pairs share their ideas with the class. - Go round and give help if necessary. - Have some pairs demonstrate the activity in front of the class. - Give feedback. - Listen and write down. - Look and listen. - Work individually. Answer keys - Read the sentences and choose the correct word. Answer keys - Work in pairs to discuss. - Present. Sample answers  Activity 2: While - Listening (17’) a) Objective: Students can develop their listening skill. b) Content: Listening to the audio and doing the tasks. - Listen to two interviews with people talking about strange things they saw. How did the people feel? - Listen again and number the phrases in the order. c) Expected outcomes: Ss can listen to and understand the conversations of two people talking about about strange things they saw (for specific details). d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a. Listen to two interviews with people talking about strange things they saw. How did the people feel? - Have students read the question. - Play audio (CD2 - Track 7). Have students listen and answer the question. - Check answers as a whole class. Task b. Now, listen and fill in the blanks - Have Ss read the through the content of Task b and underline the key words. - Demonstrate the activity using the example. - Play the audio again (CD2 - Track 7). Have students listen and fill in the blanks. - Check answers as a whole class. - Have Ss check answers with their partners. - Call Ss to give answers. - Give feedback and show correct answers using DCR. -Work individually. - Listen. - Give the correct answers. Answer keys - Read and underline the key words. - Do the task. - Exchange answers. Answer keys  Activity 3: Post - Listening (6’) a) Objective: Students can use the vocabulary and the content in the listening part to develop their speaking skill. b) Content: Speaking: How do you show interest in what other people say? What do you think the speakers saw? Why? c) Expected outcomes: Students can talk about their personal experiences in the past. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task c. Read the Conversation Skill box. Then, listen and repeat - Have Ss look at the Conversation skill box and read. - Play audio (CD 2 - Track 8), have Ss listen and repeat (using DCR). - Ask Ss to number - Ask Ss to find more ways to show interest. Task d. Listen to the conversation again and number the phrases in the order you hear them. - Play audio (CD 2 - Track 7). Have students listen and number the sentences they hear. - Check answers as a whole class. Task e. In pairs: What do you think Nancy and Jim saw? Why? - Have students discuss the questions. - Elicit answers from some students. - Observe and give help if necessary. - Call some pairs to share their ideas with the class. - Give feedback. - Look and read. - Listen and repeat. - Give answers. Answer keys - Work in pairs. - Present. Suggested answer C. Consolidation and homework assignments (4’) * Consolidation: - Words relating life on other planets (appear, disappear, disk-shaped, flying saucer, huge, tiny, strange, terrified, UFO). - Language to show interest - Choose the correct word for each sentence. 1. Suddenly, a UFO appeared/ disappeared in the sky, and it made a strange sound. 2. The alien had ten huge/ tiny eyes on its head. They were so small! 3. I was walking home from school when I saw a disk-shaped/ round-shaped thing in the sky. It was round and thin. Answer keys: 1. appeared 2. tiny 3. disk-shaped * Homework - Learn the new words. - Practice talking about strange things you saw in the past. - Do the exercises in WB: New words and Listening (pages 34 & 35). - Do the exercises in Tiếng Anh 8 i-Learn Smart World Notebook (pages 49 & 50). - Play the consolidation games in Tiếng Anh 8 i-Learn Smart World DHA App on www.eduhome.com.vn - Prepare: Lesson 2.2 – Grammar (pages 59 & 60 – SB). V. Reflection a. What I liked most about this lesson today: …………………………………………………………………………… c. What I learned from this lesson today: …………………………………………………………………………… c. What I should improve for this lesson next time: …………………………………………………………………………… ***************************** Date of planning: 22.02.2025 Period 69 UNIT 6: LIFE ON OTHER PLANETS Lesson 2.1 – Grammar (pages 59 & 60) I. OBJECTIVES By the end of the lesson, Ss will be able to 1.1. Language knowledge and skills - listen to song-based activities using target structures/ expression. - practice and use Past Continuous and Past Simple correctly. *Students with disabilities wil bee able to listen to song-based activities using target structures/ expression. 1.2. Competences - improve Ss’ communication, collaboration, analytical and critical thinking skills. 1.3. Attributes - be aware of what will happen in the future. II. TEACHING AIDS AND LEARNING MATERIALS 1. Teacher’s aids: Student book and Teacher’s book, class CDs, Digital Book (DCR phần mềm tương tác SB, DHA (từ vựng/ cấu trúc) phần mềm trò chơi tương tác), projector/interactive whiteboard / TV (if any), PowerPoint slides, handouts. 2. Students’ aids: Student’s book, workbook, notebook. III. ASSESSMENT EVIDENCE Performance Tasks Performance Products Assessment Tools - Listen to the song and identify verbs. - Ss’ performance. - T’s feedback. - Study the grammar box. - Ss’ task. - T’s observation. - Fill in the blanks with the form of verbs in brackets. - Ss’ answers. - T’s feedback/Peers’ feedback. - Write sentences using the prompts ‘when’ - Ss’ answers. - T’s feedback/Peers’ feedback. - Ask and answer using the prompts (in pairs). - Ss’ performance/ presentation. - T’s observation, T’s feedback/Peers’ feedback. IV. PROCEDURES -Organization(1’) Class Date of teaching Absent students 8A 8B 8C A. Warm up: (5’) a) Objective: Introduce the new lesson and set the scene for Ss to acquire new language; get students' attention at the beginning of the class by enjoyable and short activities as well as to engage them in the follow-up steps. b) Content: Reviewing phrases about possible UFO and alien sightings in the past and introducing Past Continuous and Past Simple. c) Expected outcomes: Ss review their previous knowledge and have general ideas about the grammar point they are going to study in the new lesson. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES * OPTION 1: Listen to the song and write down verbs in the past simple. - Introduce the song Because You Loved Me by Celine Dion: https://www.youtube.com/watch?v=n582rjoeE2o - Play the song and ask Ss in four groups to write down as many verbs in the Past Simple as they can remember in two minutes in a sheet of paper. - Have Ss write their answers on the board. - Tell that the group with more correct past tense verbs will be the winner. - Show the answers of 19 verbs. - If there is time left, have Ss identify regular and irregular verbs they listened in the song. - Lead to the new lesson. * OPTION 2: - Have Ss look at the picture – page 59. - Have some Ss read the sentences in the bubbles aloud. - Have Ss fill in the blank. - Give feedback. - Lead to the new lesson. -Listen to the song. - Work in groups. - Give answers. Answers keys 19 verbs: lifted, believed, loved, carried, blessed, stood, made, brought, found, held, let, saw, were, was, could, gave, lost, said, had. Regular Verbs: lifted, believed, loved, carried, blessed. Irregular Verbs: stood, made, brought, found, held, let, saw, were, was, could, gave, lost, said, had. - Look at the picture. - Read the sentences aloud. B. New lesson (35’)  Activity 1: Presentation (10’) a) Objective: Introduce Past Continuous and Past Simple. b) Content: Practicing the grammar point. - Listen and repeat. - Introduce the grammar point: Past Continuous and Past Simple. c) Expected outcomes: Ss know how to use Past Continuous and Past Simple to do some following exercises. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Tasks a & b. Read about Past Continuous and Past Simple and fill in the blank. Listen and check your answers. Listen again and repeat. - Have students look at the grammar explanation, regarding the box with the different forms. - Have some students read the sentences aloud. - Play audio (CD2 – Track 9) and have Ss listen, check answers, then read the speech bubbles. - Play the audio again and have Ss listen and repeat. - Briefly explain meaning and use of the grammar point, using the time line as follows: - Ask Ss to give more verbs and make sentences with them. àLead to the grammar box as follows: - Have Ss look at the grammar explanation with the different forms of the verbs. - Summarize the form, use and time makers of the tenses. - Focus on the forms of the Past Continuous. -Have some Ss read the sentences aloud. - Give feedback. - Look. - Listen, then read. - Listen and repeat. - Give more verbs and make sentences. - Look and read. - Read the sentences aloud.  Activity 2: Practice (19’) a) Objective: Students can use Past Continuous and Past Simple correctly. b) Content: Performing the tasks, using the grammar point. - Read the examples above and fill in the blanks with the words from the box. - Write sentences using the prompts, when, and the correct form of the verbs. c) Expected outcomes: Students can use Past Continuous and Past Simple in their speaking. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a. Read the examples above and fill in the blanks with the words from the box. - Demonstrate the activity using the example. - Have students fill in the blanks with the words from the box. - Have pairs check each other's work. - Have some students share their answers with the class. - Give feedback and correct Ss’ answers if necessary. - Look and listen. - Work individually. - Work in pairs. - Write answers on the board. Keys Task b. Write sentences using the prompts, when, and the correct form of the verbs. - Demonstrate the activity using the example. - Have students write the answers. - Have pairs check each other's work. - Have some students share their answers with the class. - Check Ss’ answers, give feedback. - Look and listen. - Work individually. - Work in pairs. - Read or write answers. Answer keys  Activity 3: Production (6’) a) Objective: Students master the grammar point they study in the lesson. b) Content: Speaking: Ask and answer using the information in Task c. c) Expected outcomes: Ss produce the new language successfully, and they can apply the grammar point they have learnt in speaking and writing. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task c. In pairs: Practice making sentences using the prompts below. - Divide the class into pairs. - Have students take turns making sentences using the prompts. - Have some students demonstrate the activity in front of the class. - Encourage Ss to add their own ideas. - Have some pairs demonstrate the activity in front of the class. - Give feedback. - Work in pairs. - Have conversation in pairs. - Present. - Listen. Suggested Answers C. Consolidation and homework assignments (5’) *Consolidation: Meaning, form and use of Past Continuous and Past Simple, using when. WHAT WERE YOU DOING THEN? - Work in pairs. - Talk about what you saw/ felt/ did… when you were doing something yesterday. * Homework: - Make three sentences, using Past Continuous and Past Simple. - Do the exercises in WB: Grammar (page 35). - Complete the grammar notes in Tiếng Anh 8 i-Learn Smart World Notebook (page 51). - Play the consolidation games in Tiếng Anh 8 i-Learn Smart World DHA App on www.eduhome.com.vn - Prepare: Lesson 2.3 – Pronunciation and Speaking (pages 60 & 61 – SB). V. Reflection a. What I liked most about this lesson today: …………………………………………………………………………… d. What I learned from this lesson today: …………………………………………………………………………… c. What I should improve for this lesson next time: …………………………………………………………………………… ************************