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Mô tả: KHBD TIẾNG ANH 8 TUẦN 13 TIẾT 37-39 U 3 Review 2; U4 L1 N.W, reading; Grammar WEEK 13 Date of planning: 23/11/2023 Period: 37 Period (Timetable) Date of teaching Class Attendance Absence Permission Non-permission …/11/2023 8A …/11/2023 8B …/11/2023 8C UNIT 3: PROTECTING THE ENVIRONMENT Lesson 4.2 – Review (Page 91) I. OBJECTIVES By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills - review vocabulary about protecting the environment (clean up, electricity, health, land, waste, reduce, save, recycle, wildlife, diseases, …). - review grammar: First conditional sentences, compound and complex sentences. - pronoun /t/ sounds correctly and second-syllable word stress. 1.2. Competences - improve communication, collaboration, analytical and critical thinking skills. 1. 3. Quality - have positive attitude in English language learning so that they actively participate in all classroom activities. - review the old lesson and have good preparation for next unit. 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 - Vocabulary: Read the clues and complete the crossword puzzle. - Grammar: * Write First Conditional sentences using the prompts. * Combine two sentences into one using and or so (that). Add a comma when necessary. -Pronunciation: sound and stress. - Writing: Write about how we should help the environment, and why - Ss’ answers. - Ss’ answers. - Ss’ answers. - Ss’ answers/ presentation. - Ss’ answers. - T’s feedback/Peers’ feedback. - T’s feedback/Peers’ feedback. - T’s feedback/Peers’ feedback. - T’s feedback/Peers’ feedback. - T’s feedback/Peers’ feedback. IV. PROCEDURES A. Warm up: (5’) a) Objective: Review the lesson and set the scene for Ss to recap previous knowledge; 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: Review vocabulary, grammar, pronunciation and writing. c) Expected outcomes: Ss are ready for the revision of unit 3. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES  Option 1: Hot seat - Choose 8 words from Vocabulary tasks: clean up, electricity, health, land, waste, reduce, save, recycle, wildlife, diseases. - Divide class into 2 group. - Have s sit on the chair, the others read the word and try to describe so that their partner can figure out the word and say aloud. - Check and correct Ss’ answers. - Have Ss make sentences with the words they say. - Give feedback and evaluation.  Lead to the new lesson.  Option 2: Sound - choice game - Play audio of some word of voiced and unvoiced /t/ sound. - Have ss stand up for voiced /t/ sound and sit down for unvoiced /t/ sound. - Give feedback and evaluation. * Suggested words: time, listen, rest, guitar, castle, night, doctor, whistle, often (can be pronounced in 2 ways with /t/ or /silent t/ Lead to the new lesson. - Listen and say the words you can hear. - Make sentences. - Listen and do action (stand up or sit down) - Listen to teacher’s explanation about “often”. B. New lesson (35’)  Activity 1: Vocabulary (5’) a) Objective: Help Ss review vocabulary they have learnt. b) Content: - Read the clues and complete the crossword puzzle. c) Expected outcomes: Ss can recall all previous vocabulary they have learnt and write the words correctly. They are able to get familiar with the test format. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Read the clues and complete the crossword puzzle. - Use DCR to show the task. - Have Ss read the clues and write the correct word in pairs. - Have Ss check answers with pairs and then give answers. - Check answers as a whole class. - Do the crossword. - Give answers. Answer keys  Activity 2: Grammar (10’) a) Objective: Students can use First Conditional sentences in speaking and writing skills. b) Content: - Write First Conditional sentences using the prompts. - Combine two sentences into one using and or so (that). c) Expected outcomes: Ss are able to use First Conditional sentences with if or unless correctly and get familiar with the test format. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a. Write First Conditional sentences using the prompts - Use DCR to show the task. - Demonstrate the activity by using the example. - Have Ss read and write the sentences. - Call Ss to give answers, explain. - Give feedback and evaluation. Task b: Combine two sentences into one using and or so (that). Add a comma when necessary. - Use DCR to show the task. - Demonstrate the activity by using the example. - Have Ss read and write the sentences. - Call Ss to give answers, explain. - Give feedback and evaluation. - Observe and listen. - Work individually. - Give answers. Answer keys - Observe and listen. - Work individually. - Give answers. Answer keys  Activity 3: Pronunciation (7’) a) Objective: Ss can review the /t/ sounds and word stress. b) Content: - Circle the word that differs from the other three in the position of primary stress in each of questions. c) Expected outcomes: Ss distinguish the word stress correctly. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Circle the word that differs from the other three in the position of primary stress in each of the following questions. Use DCR to show the task. - Ask Ss to work individually to circle the answer. - Have Ss work in pairs to check each other’s work. - Call Ss to give answers, pronounce the words again. - Give feedback, correct Ss’ pronunciation if necessary. - Work individually. - Work in pairs - Give answers. Answer keys  Activity 4: Writing (12’) a) Objective: Ss can write a passage about how to help the environment and why. b) Content: - Write about how and why we should help the environment. c) Expected outcomes: Ss produce the new language successfully, and they can use the vocabulary as well as the grammar points in writing. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Write about how we should help the environment, and why. - Have ss brainstorm the ideas with helping the environment. They can get the ideas from task a and b in grammar task. - Instruct them to write the layout of passage: main idea, supported ideas. - Give feedback, correct Ss’ mistakes. - Use the feedback form to give evaluation. Focus on: + the format, the structures. + the understandability. + the coherence and cohesion. (+ hình thức, kết cấu. + Tính dễ hiểu. + tính mạch lạc, gắn kết.) - Work individually. - Work individually. - Give answers. Eg. There are many things we can do to help the environment. First, we should turn off the lights to save electricity. If we save electricity, we will reduce the amount of pollution. Another thing we should do is recycling more. If we recycle, there will be less trash and pollution. It will make the city a healthier place to live. We shouldn't damage the environment for tourism. If we cut down too many trees to build hotels, there won't be enough places for animals to live. We should protect/take care of the environment. C. Consolidation and homework assignments (5’) * Consolidation: * Vocabulary of Unit 3: Vocabulary about protecting environment. * Grammar of Unit 3: the First Conditional sentences, compound and complex sentences. * Homework: - Review vocabulary, grammar of unit 3. - Do the exercises in WB: Review of Unit 3 – part 2 (page 52). - Prepare: Unit 4 (page 34 – 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: ………………………………………………………………………………………… WEEK 13 Date of planning: 23/11/2023 Period: 38 Period (Timetable) Date of teaching Class Attendance Absence Permission Non-permission …/11/2023 8A …/11/2023 8B …/11/2023 8C UNIT 4: DISASTERS Lesson 1: New words & Reading, pages 34 & 35 1. Objectives By the end of this lesson, students will be able to… 1.1. Language knowledge/ skills - learn and use vocab. related to disasters - practice reading for gist, reading to recognize correct/incorrect/not given information 1.2. Competences - improve Ss’ communication, collaboration, analytical, and critical thinking skills. 1. 3. Quality - Actively and actively participate in nature protection activities. - Consciously learn the traditions of the family, clan, homeland Love everybody Respect the differences between people Responsible with family - Living in harmony with nature. - Love victims of natural disasters. 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 - In pairs: Look at the picture. What do you think happened? What types of disasters happen in your country? - Match the words with the pictures. - Use the new words to talk about disasters you read or heard about. - Read the quick facts on a website about a famous disaster and choose the topic that is NOT mentioned. - Read and write True, False, or Doesn't say. - Talk about the most surprising about Typhoon Tip. - Ss’ answers. - Ss’ answers. - Ss’ answers. - Ss’ answers. - Ss’ answers. - Ss’ answers. - Observation. - Observation. - Observation. - Observation. - Observation. - Observation. 4. Procedures A. Warm up: 5 minutes a. Objectives: to introduce the topic. b. Content: Let’s talk. c. Expected outcomes: Ss can talk about the disasters they see in the picture and some more disasters happening in Vietnam. d. Organization Teacher’s activities Students’ activities In pairs: Look at the picture. What do you think happened? What types of disasters happen in your country? - Ask Ss to work in pairs, look at the picture and answer the questions (using the DCR/ PPTs slides). - Call some pairs to give their answers. - Give feedback. - Work in pairs, look at the picture and answer the questions. Ss’ own answers In the picture, I think there was a disaster. In my country, the types of disasters that can happen are floods, droughts. (Trong bức tranh, tôi nghĩ đã có một thảm họa xảy ra. Ở đất nước tôi, những loại thảm họa có thể xảy ra là lũ lụt, hạn hán.) B. New Lesson (35’) 1. Pre-Reading (Vocabulary - 15’) a. Objectives: to help Ss improve their vocabulary about disasters. b. Content: tasks a and b. c. Expected outcomes: Ss can name correct natural disasters. d. Organization Teacher’s activities Students’ activities Task a: Match the words with the pictures. Listen and repeat. - Ask Ss to work in pairs and match the words with the pictures (using the DCR). - Check Ss’ answers around the class. - Ask Ss to listen and repeat. - Work with a partner to match the words with the pictures. - Listen and repeat. Answer Keys: 1. typhoon 2. earthquake 3. tsunami 4. flood 5. wildfire 6. blizzard 7. heat wave 8. drought 9. landslide 10. Avalanche (1. bão 2. động đất 3. sóng thần 4. lũ lụt 5. cháy rừng 6. bão tuyết 7. đợt nắng nóng 8. hạn hán 9. lở đất 10. tuyết lở) Task b: In pairs: Use the new words to talk about disasters you read or heard about. - Ask Ss to work with their partner to talk about disasters they read or heard about, using the new words. - Go around the class to help if necessary. - Pick some Ss to talk about their partner. - Give feedback. - Work with their partner to talk about disasters they read or heard about, using the new words. -Share their answers. Sample answer: I read about a tsunami in Thailand. I read an earthquake in Japan in 2014. (Tôi đã đọc một trận động đất ở Nhật Bản năm 2014.) 2. Pre & While-Reading (Reading – 15’) a. Objectives: to help Ss practice reading for main idea and details. b. Content: tasks a, b, and c. c. Expected outcomes: Ss can read for main idea and specific information about a famous disaster named Typhoon Tip. d. Organization: Teacher’s activities Students’ activities Task a: Read the quick facts on a website about a famous disaster. Which of the following topics is NOT mentioned? A. Where it happened B. The damage it caused C. How people stayed safe - Ask Ss to read the facts about the disaster and choose the topic that is not mentioned. - Pick some Ss to give the answer and show where the other topics are mentioned. - Check Ss’ answers. - Read the facts about the disaster and choose the topic that is not mentioned. - Give their answers. Answer Keys: Jess C. How people stayed safe (A can be found in “Where was Typhoon Tip?”, and B can be found in “How much damage did Typhoon Tip cause?”) Task b: Now, read and write True, False, or Doesn't say. According to the website, 1. Typhoon Tip was the biggest tsunami ever. ______ 2. the typhoon affected Japan, South Korea, and Vietnam. _______ 3. Typhoon Tip lasted longer than any other storm. ______ 4. the storm damaged more than twenty thousand homes. ______ - Ask Ss to read the phrases and underline the key words. - Get Ss to scan the text to find the key words. - Ask Ss to read carefully and decide True, False, or Doesn’t say. - Set the time and monitor the class. - Pick some Ss to give their answers and evidence for their choices. - Check Ss’ answers (using the DCR). - Read the phrases and underline the key words. - Scan the text to find the key words. Answer keys: According to the website, 1. Typhoon Tip was the biggest tsunami ever. 2. the typhoon affected Japan, South Korea, and Vietnam. 3. Typhoon Tip lasted longer than any other storm. 4. the storm damaged more than twenty thousand homes. - Read carefully and decide True, False, or Doesn’t say. Answer Keys 1. False (The biggest typhoon was Typhoon Tip.) 2. False (It affected parts of many countries including Japan, the Philippines, North and South Korea, and China.) 3. Doesn't say (Typhoon Tip lasted from October 4 to October 24, 1979.) 4. True (In Japan, floods damaged twenty-two thousand homes.) Task c: Listen and read. - Play the CD and ask Ss to listen and read along. - Pick three Ss to read the three passages aloud and correct their pronunciation if necessary. -Listen and read along. 3. Post – reading (5’) a. Objectives: to help Ss to use the language and information in the real situation. b. Content: similarity and difference in hobbies of the Ss and people in the passages. c. Expected outcomes: Ss can compare and contrast their hobbies with those of the people in the passages. d. Organization Teacher’s activities Students’ activities In pairs: What is the most surprising about Typhoon Tip? - Ask Ss to work in pairs to say the most surprising about Typhoon Tip. - Monitor the class and help them if necessary. - Ask some Ss to share their ideas. - Give feedback. - Work in pairs to answer the question. - Share their ideas. Sample answer: I think the amount of damage is the most surprising. C. Consolidation and homework assignments (5’) - Vocabulary: typhoon, earthquake, tsunami, flood, wildfire, blizzard, heat wave, drought, landslide, avalanche. - Do vocabulary and reading exercises in workbook on pages 20&21. - Prepare the next lesson: Lesson 1.2 – Grammar, pages 35 & 36. - Do the exercises in Tiếng Anh 8 i-Learn Smart World notebook (pages 28 & 29). 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 13 Date of planning: 23/11/2023 Period: 39 Period (Timetable) Date of teaching Class Attendance Absence Permission Non-permission …/12/2023 8A …/12/2023 8B …/12/2023 8C UNIT 4: NATURAL DISASTERS Lesson 1.2 – Grammar, pages 35 & 36 1. Objectives By the end of this lesson, students will be able to… 1.1. Language knowledge/ skills - practice and use Wh-questions 1.2. Competences - improve Ss’ communication, analytical, critical thinking skills. 1. 3. Quality - know more about natural disasters around the world. 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 Wh-questions and fill in the blank. - Read the examples above and fill in the blanks using the words in the table. - Write questions to ask for the underlined information in the answers. - In pairs: take turns asking and answering the questions. - Ss’ answers. - Ss’ answers. - Ss’ answers. - Ss’ answers. - Observation. - Observation. - Observation. - Observation. 4. Procedures A. Warm up: 5’ a. Objectives: to review lesson 1.1 and introduce the grammar point in the new lesson. b. Content: matching activity. c. Expected outcomes: Ss can match the questions with the correct answers. d. Organization Teacher’s activities Students’ activities Matching activity: -Write the answers on the board. -Ask 2 Ss in two teams to go to the board, listen to the questions about the Typhoon Tip and circle the correct answers. -The faster will get points for their team. -Decide the winner with more points. -Play the game in two teams. Answer keys: 1.When was Typhoon Tip? from October 4 to October 24,1979. 2. Where was Typhoon Tip? Japan, the Philippines, North and South Korea, and China. 3. How many homes were damaged? twenty-two thousand How many bridges were damaged? twenty-seven 4. How many people became homeless? eleven thousand 5. How many people died from Typhoon Tip? Ninety-nine B. New lesson (35’) 1. Presentation: 15’ a. Objective: to help Ss know how to make Wh- questions. b. Content: tasks a & b. c. Expected outcomes: Ss can make Wh- questions to ask for more information. d. Organization Teacher’s activities Students’ activities Presentation: - Ask Ss to look at the questions below and underline the question words. What was the biggest flood? Where was it? When was it? How wide was the typhoon? How tall was the tsunami? How long was the heat wave? How many people died in the flood? How much damage did the flood cause? - Ask Ss to match the question words with the uses. Question words Uses What Where When How wide How tall How long How many How much Width Time Quantity (countable) Period of time Height Things Quantity (uncountable) Place - Pick some Ss to give their answer. - Give feedback. - Say that Wh- questions are used to ask for details about an action or an event. Task a: Read about Wh-questions and fill in the blank. - Ask Ss to work in pairs to fill in the blanks to complete the conversation (using the DCR/PPT slides). Task b: Listen and check your answers. Listen again and repeat. - Play the CD and ask Ss to listen and check. - Play the CD again and ask Ss to repeat. - look at the questions below, underline the question words and match with the uses. Answer Keys: What was the biggest flood? Where was it? When was it? How wide was the typhoon? How tall was the tsunami? How long was the heat wave? How many people died in the flood? How much damage did the flood cause? - Match the question words with the uses. Answer key: Question words Uses What Things Where Place When Time How wide Width How tall Height How long Period of time How many Quantity (countable) How much Quantity (uncountable) -Work in pairs to fill in the blanks to complete the conversation. Answer key: A: Where was the biggest earthquake? B: It was in Valdivia, Chile. It happened in May, 1960. 2. Practice: 20 minutes a. Objective: to help Ss practice making Wh- questions. b. Content: tasks a & b. c. Expected outcomes: Ss can make Wh- questions to ask for details about a natural disaster. d. Organization: Teacher’s activities Students’ activities Task a: Read the examples above and fill in the blanks using the words in the table. 1.________ was the biggest typhoon? It was the Typhoon Tip. 2. ________ damage did the earthquake cause? It caused fifty million dollars of damage in total. 3. ________ was the longest drought? It lasted 38 years. 4. ________ was the tsunami? It was over five hundred meters tall. 5. ________ was the biggest wildfire? It was in Russia. 6. ________ people died in the avalanche? Over one thousand people died. - Ask Ss to read the questions and answer carefully to fill in the blanks with the correct question words. - Get Ss to check the answers with their partner and explain for their choices. - Pick some Ss to give the answer and explain. - Check Ss’ answers. - Read the questions and answer carefully to fill in the blanks with the correct question words. - Check the answers with their partner Answer Keys: 1. What 2. How much 3. How long 4. How tall 5. Where 6. How many Task b: Write questions to ask for the underlined information in the answers. - Ask Ss to look at the underlined phrases in the sentences and figure out the question words. - Ask Ss to write questions for the underlined phrases, using the question words they have figured out. - Set the time and monitor the class. - Let Ss check with their partner. - Pick seven students to write the questions on the board. - Check Ss’ answers (using the DCR/PPT slides). 1.The worst avalanche was in 1970. 2. At least eight hundred thousand died in the earthquake. 3. The typhoon caused almost three billion dollars of damage. 4. The worst heat wave was in Europe. 5. The snow was 8 meters deep in the 1972 Iran Blizzard. 6. The largest landslide was the Mount St. Helens landslide. - Look at the underlined phrases in the sentences and figure out the question words. -Write questions for the underlined phrases. - Check with their partner. - Write the questions on the board. Answer Keys 1. When was the worst avalanche? 2. How many people died in the earthquake? 3. How much damage did the typhoon cause? 4. Where was the worst heat wave? 5. How deep was the snow in the 1972 Iran Blizzard? 6. What was the largest landslide? 3. Production: 5’ a. Objectives: to help Ss to use the language in the real situation. b. Content: task c c. Expected outcomes: Ss can ask and answer the questions in exercise b. d. Organization Teacher’s activities Students’ activities Task c: In pairs: Study the questions and answers in b. for one minute. Cover the answers and take turns asking and answering the questions. - Give Ss one minute to study the questions and answers in b. - Ask Ss to work in pairs, take turns asking and answering the questions. - Monitor the class and help them if necessary. - Ask some Ss to perform their conversations. - Give feedback. - Study the questions and answers in b. - Work in pairs, take turns asking and answering the questions. - Perform their conversations. C. Consolidation and homework assignments: 5 minutes - Grammar: Wh- questions - Do grammar and writing exercises in workbook on page 21. - Prepare the next lesson: Lesson 1.3 – Pronunciation & Speaking, pages 36 & 37 - Do the exercises in Tiếng Anh 8 i-Learn Smart World notebook (pages 30). 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: …………………………………………………………………………………………