Giáo án Tiếng anh Lớp 8 - Unit 2: Life in the countryside - Năm học 2018-2019 - Trường THCS Long Biên

Nội dung text: Giáo án Tiếng anh Lớp 8 - Unit 2: Life in the countryside - Năm học 2018-2019 - Trường THCS Long Biên

1. Lesson Plan – Grade 8 Unit 2/ Life in the countryside Week: Date of preparation: Period: Date of teaching: UNIT 2: LIFE IN THE COUNTRYSIDE Lesson 1: GETTING STARTED I. Objectives: By the end of the lesson, Ss will be able to know more about the things that children do in the countryside. 1. Knowledge: a. Vocabulary: The lexical items related to the topic of life in the countryside. b. Grammar: Comparative forms of adjectives: review, Comparative forms of adverbs. 2. Skills: Listening, reading, writing and speaking. 3. Formation of behavior: Students will be interested in the life in the countryside. II. Teaching method: Communicative approach. III. Teaching aids: - Projector, textbook, pictures, CD, computer. IV. Procedures: 1. Class organization. (2 minutes) - Greet. - Check attendance. 2. New lesson. (41 minutes) Steps Teacher’s and students’ activities Content Warm - up A. Warm up Brainstorming - T reviews the previous unit by calling To motivate on some Ss to act out some leisure Ss and lead to activities. The class makes a guess. the topic of Then T asks Ss to decide which leisure the new activities are more common in the lesson. countryside and why. - T writes the word ‘countryside ‘on the board. T brainstorms words and phrases describing activities which take place in the countryside. For more advanced classes, some comparisons of the countryside and the city can be encouraged here. Presentation B. Presentation Lead - in the new lesson. * Vocabulary I. New words: To provide Ss - T uses different techniques to teach 1. expect (v): trông đợi. with vocabulary (situation, realia). 2. buffallo-drawn carts (n): xe trâu vocabulary to - T follows the seven steps of teaching kéo. facilitate Ss’ vocabulary. 3. herd (v): cỏ. practice. * Check vocabulary: Rub out and 4. envious (adj): ghen tỵ. remember. 5. It’s right up my street 6. harvest time (n): vụ mùa. Practice C. Practice * The dialogue. II. 1. Listen and read. To guess the - T asks Ss to look at the title of the content of the conversation and the picture and ask dialogue. them some prediction questions about what they are going to read: Teacher: Doan Thi Le - Long Bien Secondary School School year: 2018 - 2019
2. Lesson Plan – Grade 8 Unit 2/ Life in the countryside +What is the conversation about? +Which season is harvest time in? +What do you think the countryside is like at harvest time? +What do farmers do? +What do the children do? - T plays the recording, Ss listen and read. - T asks Ss if their predictions are correct. * Are these sentences true (T) or a. Are these sentences true (T) or false (F)? false (F)? To check the - T asks Ss work independently. Key: information of - T asks Ss to read the sentences and 1. T the dialogue. decide if they are true or false. 2. F Nguyen joins the boys in - Ss compare answers with a partner herding the buffaloes. - Ss correct the false sentences, T 3. F Rice is transported home on writes the correct answers on the buffalo-drawn carts. board. 4. T 5. T * Answer the following questions. b. Answer the following questions. - T asks Ss to try to answer the Key: questions without referring to the 1. He’s in the countryside. conversation first. 2. Right on his first day there. - Then T asks Ss refer to the 3. It’s big and colorful. conversation again for the correct 4. His grandfather. answers. 5. He means that he wishes he were - T corrects the answers as a class. in the countryside too. * Complete the sentences with the c. Complete the sentences with the words in the box. words in the box. - T asks Ss to look at the words and Key: make sure they understand their 1. colourful meaning. If they do not ask them to 2. move slowly To know more refer to the conversation and have a 3. harvest time new words guess. 4. paddy field about life in - Then T asks them to do the exercise. 5. herding the When they finish, T asks them to 6. buffallo-drawn cart countryside. check their answers with their partner. * In group, discuss and find how d. In group, discuss and find how Nguyen feels about his stay in the Nguyen feels about his stay in the countryside. Tick (√) the countryside. Tick (√) the appropriate box. Look for appropriate box. Look for expressions from the conversation to expressions from the conversation support your ideas: to support your ideas: - Ss work in small groups to discuss Key: and tick the correct box and look for He likes it : expressions to support their answer. +It’s more exciting than I expected +It looks great up there in the sky +I live more happily and there ‘s still a lot more to explore Teacher: Doan Thi Le - Long Bien Secondary School School year: 2018 - 2019
3. Lesson Plan – Grade 8 Unit 2/ Life in the countryside * Match the activities with the 2. Match the activities with the pictures. pictures. - Ss work independently to label the Key: pictures. 1-e 4-c - T asks Ss to compare their answers 2-f 5-d with a partner. 3-a 6-b - T writes the correct answers on the board. * Can you think of some more things 3. Can you think of some more that children do in the countryside? things that children do in the Make a list. countryside? Make a list. - Ss work in pairs to brainstorm some -They go swimming in the river / more countryside activities. T gives lake / pond. them a time limit. For examples, two -They climb trees. minutes to make their lists. - They ride on the buffalo. - T calls on each pair to share their list - They help their parents on the farm. with the class. - They fly kites. - T writes the combined list of activities on the board and leaves it there to be based in the next activity. Before moving on, T makes sure everybody understands all the vocabulary on the board. Production D. Production 4. Game. To produce * Game. Countryside charades. Countryside charades and achieve - T divides the class into two teams for vocabulary this game. They can give themselves a about relevant team name such as the life in the “horses” and the “buffalloes’. They countryside. charades with the countryside activity vocabulary from Activity 2 and the Ss list on the board. To increase the fun element, T gives the teams a time of 10 seconds to guess the activity before it moves to the other team. T keeps score on the board and announces the winning team at the end. 3. Homework (2 minutes) - Revise all the new words related to life in the countryside in “Getting started”. - Do B1, 2, 3 - Workbook. - Prepare the next lesson: A closer look 1. V. Feedback Teacher: Doan Thi Le - Long Bien Secondary School School year: 2018 - 2019
4. Lesson Plan – Grade 8 Unit 2/ Life in the countryside Week: Date of preparation: Period: Date of teaching: UNIT 2: LIFE IN THE COUNTRYSIDE Lesson 2: A CLOSER LOOK 1 I. Objectives: By the end of the lesson, student can be able to know and use: 1. Knowledge: a. Vocabulary: The lexical items related to the topic of life in the countryside. b. Phonetics: How to pronounce correctly the clusters/bl/ and /cl/ in isolation and in context. 2. Skills: Listening, reading, writing and speaking. 3. Formation of behavior: Students will be interested in the differences between life in the countryside and the one in the city. III. Teaching aids: - Projector, textbook, computer. IV. Procedures: 1. Class organization. (2 minutes) - Greet. - Check attendance. 2. New lesson. (41 minutes) Steps Teacher’s and students’ activities Content Warm - up A. Warm - up To check the - T reminds Ss of the vocabulary new words in they learnt in GETTING STARTED “Getting before moving on to this lesson started” which focuses on words describing the countryside. Presentation B. Presentation * Vocabulary I. 1. Vocabulary To provide Ss - Listen and repeat the words. 1. hay (n): cỏ khô. with - T uses different techniques to teach 2. vast (adj): rộng lớn. vocabulary to vocabulary (situation, realia). 3. brave (adj): dũng cảm. facilitate Ss’ - T follows the seven steps of 4. nomadic (adj): nay đây mai đó. practice. teaching vocabulary. 5. running water (n): nước chảy * Check vocabulary: Rub out and xiết. remember. 6. blocked (v): tắc nghẽn. To know how * Pronunciation to pronounce - Ss listen and pay attention to the 2. Pronunciation the clusters /bl/ T’s lip position for the clusters /bl/ - The clusters /bl/ and /cl/. and /cl/. and /cl/. -T plays the recording, lets Ss listen and repeat - T calls some Ss to practice the words to check their pronunciation. Practice C. Practice II. Practice * Put the words in 1 into the 1. Put the words in 1 into the appropriate category. Some words appropriate category. Some words can be used in more than one can be used in more than one category. category. Teacher: Doan Thi Le - Long Bien Secondary School School year: 2018 - 2019
5. Lesson Plan – Grade 8 Unit 2/ Life in the countryside -T asks Ss work individually. To Words -T lets Ss compare their answers describe with a partner and then discuss as a People Friendly, brave, boring, class. There may be some variations nomadic, colourful, in the answers. For a more able class, hospitable, honest, T encourages Ss to explain why they hard-working choose that word for the category. Life Hard, slow, boring, inconvenient, peaceful, nomadic, colourful, miserable = unhappy Scenery Vast, colourful, peaceful, To know more natural, imposing words related ( hùng vĩ) to “life in the * Match the nouns/ noun phrases 3. Match the nouns / noun phrases countryside”. in the box with each verb. in the box with each verb. - T makes sure Ss understand the - Pick fruits / vegetables/ flowers >< meaning of the verbs first. There pick up (v): may be some confusion about the ride A horse, a camel difference between /pick/ and /pick Put up A tent, a pole up/ is the specific verbs used for Collect Hay, water, fire wood collecting fruit, vegetables or flowers Herb Cattle, the buffalo through the action is the same as the more general term /pickup/. pick Wild flowers, apples. - T asks Ss then work independently . or in pairs. When they have finished, T lets them exchange their answers with a partner/another pair. Then T elicits the correct answers. * Use the words from 1 and 3 to 4. Use the words from 1 and 3 to complete the sentences. Remember complete the sentences. Remember to use the correct form of the to use the correct form of the verbs. verbs. - T asks Ss use the vocabulary they Key: have learnt in activities 1 and 3 to do 1.picking this exercise. 2.inconvenient /collect - T asks Ss to look at the sentences 3.herd and decide if an adjective or a verb is 4.ridden/ brave missing. This narrows down the area 5. peaceful of words they need to refer to. 6. nomadic - T asks Ss then complete the 7. vast sentence by themselves. 8.put up/ hard - T lets Ss check their answers as a class. * Listen and repeat the words. Pay 5. Listen and repeat the words. attention to the initial clusters Pay attention to the initial clusters. - T asks Ss listen and repeat. T Key: pauses the recording to drill difficult. -/bl/ : blackberry, blind, bloom, - Ss say the words individually or in blossom small groups. -/cl/ : clothing, climb, click, clay, To distinguish clock, clear the clusters /bl/ * Listen and circle the word you 6. Listen and circle the word you Teacher: Doan Thi Le - Long Bien Secondary School School year: 2018 - 2019
6. Lesson Plan – Grade 8 Unit 2/ Life in the countryside and /cl/. hear. hear. - Ss listen and circle the words. Key: - Ss do the activity in pairs and 1.blame challenge each other to choose the 2.blast correct words. 3.blue 4.clock 5.close * Listen to the sentences and 7. Listen to the sentences and repeat. repeat. - Ss look at the sentences and Key: underline the words with clusters /bl/ 1 blowing and /cl/ first. 2 climbed - T asks Ss listen and repeat. 3 bloom 4. .clear, blue 5 blind Consolidation - T asks someone to summarize the whole lesson. To summarize - T summarize again. the whole lesson. 3. Homework (2 minutes) - Learn vocabulary by heart. - Do Ex A &B1, 2, 3 (WB). - Prepare the next lesson: A closer look 2. V. Feedback Teacher: Doan Thi Le - Long Bien Secondary School School year: 2018 - 2019
7. Lesson Plan – Grade 8 Unit 2/ Life in the countryside Week: Date of preparation: Period: Date of teaching: UNIT 2: LIFE IN THE COUNTRYSIDE Lesson 3: A CLOSER LOOK 2 I. Objectives: By the end of the lesson, student can be able to know and use: 1. Knowledge: a. Vocabulary: The lexical items related to the topic of life in the countryside. b. Grammar: Comparative forms of adjectives: review, Comparative forms of adverbs. 2. Skills: Listening, reading, writing and speaking. 3. Formation of behavior: Students must have good attitude towards the co-operation. II. Teaching method: Communicative approach. III. Teaching aids: - Projector, textbook, computer. IV. Procedures: 1. Class organization. (2 minutes) - Greet. - Check attendance. 2. New lesson. (41 minutes) Steps Teacher’s and students’ activities Content Warm - up A. Warm - up Brainstorm: - T reminds Ss of comparative +Which river is longer, the Mekong or the To motivate Ss forms of adjectives learnt in Red river? and lead to the previous lesson by asking +Who is the tallest boy in our class? new lesson. questions. +Who is the tallest girl in our class? Presentation B. Presentation I. Grammar 1. Comparative form of adj. 1. Comparative form of adj. (Review) (Review) Form: S1 + be +short Adj + er// more + long To know how adj/ + than + S2. to use E.g.: English is more difficult than comparative * Comparative form of adverbs. History. form of adj. (Adverbs of manner) 2. Comparative form of adverbs. (Review) and - T introduces the comparative (Adverbs of manner) comparative form of adverbs by changing the E.g.: Nhung writes more carefully than form of second sentence to “He is moving Lam. adverbs. more slowly than” before. -> Tung writes less carefully than (Adverbs of - T elicits the form of comparative Nhung. manner). from Ss before letting them read (How does Nhung write? How does Tung number 1 in the table. write?) -Then T introduces comparatives of -> Form: irregular adverbs like /fast/, /hard/, S1 + V + short adv +er // more + long late/, /early/ well/. adv than + S2. - T lets Ss read number 2 and 3 in - Almost adverbs of manner ending in ly. the table. Adj + ly -> adv E.g:- easy -> easily - happy -> happily - bad -> badly Teacher: Doan Thi Le - Long Bien Secondary School School year: 2018 - 2019
8. Lesson Plan – Grade 8 Unit 2/ Life in the countryside - clear -> clearly - Special cases: - well -> better, Practice C. Practice - badly-> worse * Complete the passage below II. Practice with a suitable comparative form 1. Complete the passage below with a of the adjectives provided. suitable comparative form of the - T asks Ss do exercise 1. T goes adjectives provided. round and helps Ss if necessary Key: - T lets Ss exchange their answers. 1.higher T checks as a class and writes the 2.easier To revise answers on the board with the full 3.better comparative forms of comparisons. T keeps 4.more exciting form of them for later reference when the 5.more convenient adjectives. comparative of adverbs is taught. 6.happier 7.more friendly 8.fast 9.safer 10. best * Complete the sentences with 2. Complete the sentences with suitable suitable comparative forms of the comparative forms of the adverbs in the adverbs in the box. box. - T asks Ss to do individually. Key: - T asks Ss give the keys. 1.more slowly - Ss write their keys on the board. 2.more soundly 3.less traditionally To use 4.more generously Comparative 5.more healthy form of * Finish the sentences below with 3. Finish the sentences below with adverbs. suitable comparative forms of suitable comparative forms of hard, (Adverbs of hard, late, fast, well and badly. late, fast, well and badly. manner) -T asks Ss to do individually. Key: -Ss practice before the class. 1.better 4.harder 2.faster 5.worse 3.later 6.earlier * Underline the correct 4. Underline the correct comparative comparative forms to complete forms to complete the sentences. the sentences. Key : -Ss do this exercise independently. 1.more optimistically - T checks the answers as a class. 2.more popularly 3.less densely populated 4.more quickly 5.more easily 6.better Production D. Production. To discuss life * Write the answers to the 5. Write the answers to the questions in the questions below. below. countryside by - Ss do independently. Key: using - T walks around and helps Ss who 1. The countryside is more peaceful than comparative have difficulty writing the answers. the city. form of - T lets Ss check their answers with 2.A computer works faster at calculus than Teacher: Doan Thi Le - Long Bien Secondary School School year: 2018 - 2019
9. Lesson Plan – Grade 8 Unit 2/ Life in the countryside adverbs. a partner. a human being. (Adverbs of - T checks as a class and write the 3. Life in a remote areas is harder that that manner). correct answers on the board in a modern town. underlining the comparatives. 4. HoChiMinh City is more expensive than Hue. 5.A buffalo can plough better than a horse. 3. Homework (2 minutes) - Learn by heart all the new words and structures. - Prepare: Communication. V. Feedback Teacher: Doan Thi Le - Long Bien Secondary School School year: 2018 - 2019
10. Lesson Plan – Grade 8 Unit 2/ Life in the countryside Week: Date of preparation: Period: Date of teaching: UNIT 2: LIFE IN THE COUNTRYSIDE Lesson 4: COMMUNICATION I. Objectives: By the end of the lesson, student can be able to discuss and share their replies with friends and read the posts on “holidays in the countryside.” 1. Knowledge: a. Vocabulary: The lexical items related to the topic of life in the countryside. b. Grammar: Comparative forms of adjectives: review, Comparative forms of adverbs. 2. Skills: Listening, reading, writing and speaking. 3. Formation of behavior: Students will be interested in specific information about an unusual lifestyle in the countryside through visitors’ eyes. II. Teaching method: Communicative approach. III. Teaching aids: - Projector, textbook, computer, pictures. IV. Procedures: 1. Class organization. (2 minutes) - Greet. - Check attendance. 2. New lesson. (41 minutes) Steps Teacher’s and students’ activities Content Warm - up A. Warm up: Introduction - This page looks at online posts To motive the which are common features of social new lesson. media sites. They allow people to review things or give their opinions about things. They also allow others to respond to the posts with their own opinions. As such an online dialogue occurs. The writing style of online posts is usually short, informal and honest or direct. * Extra vocabulary: Extra vocabulary: - T elicits new words from ss by 1. disturb (v): làm phiền To give some the following techniques: 2. beehives (n): tổ ong new words + (example) 3. dig hole (v): đào lỗ related to the + (translation) 4. unforgettable (adj): không thể quên. topic “life in + (realia) the - T reads the words as the model countryside”. (3 times), help Ss to repeat (2 times), then calls 2 Ss to repeat individually (each student-1 time) - T checks Ss’ reading individually & corrects their pronunciation. - T corrects & asks Ss to copy the words/ →Check – vocabulary: “Slap the board. B. Practice Teacher: Doan Thi Le - Long Bien Secondary School School year: 2018 - 2019
11. Lesson Plan – Grade 8 Unit 2/ Life in the countryside *Read the posts on “Holidays in Activity 1.Read the posts on the countryside”. “Holidays in the countryside”. - T explains that Ss are going to read some online posts from people all over the world. - T elicits from the Ss where these people live. T establishes that they all live in big cities. They are talking about their experiences of staying in the countryside. They all have very different opinions of the experience -Now T asks Ss to read the posts. T To know more checks that everybody understands information the meaning of each post before about moving on. “holidays in * What are the attitudes of these Activity 2.What is the attitudes of the people towards their experiences? these people towards their countryside.” Tick (√) the appropriate box. experiences? Tick (√) the appropriate - T elicits from the Ss where these box. people live. T establishes that they Key: all live in big cities. They are talking Positive Neutral Negative about their experiences of staying in the countryside. They all have very Dennis from different opinions of the experience Londo -Now T asks Ss to read the posts. T n checks that everybody understands the meaning of each post before Julie from moving on. Paris Phirun from phnom Penh Yumi from Seoul Emi from Tokyo Lan from Ha Noi Bob from Hong Kong * Work in groups. Reply to the Activity 3.Work in groups. Reply to posts in 1.Write down your replies the posts in 1. Write down your - T explains that now they have a replies. Teacher: Doan Thi Le - Long Bien Secondary School School year: 2018 - 2019
12. Lesson Plan – Grade 8 Unit 2/ Life in the countryside chance to reply to each post with Sample example: their own opinions Discuss and share your replies with the - Ss hand out a piece of blank paper class for each post. - Bob: In my opinion, the countryside - The group write the name of each has benefits that a boring person would post at the top: E.g.: Bob from never discover. London - Bob: I think this is one of the reasons - T asks each Ss write a short reply for urbanization. to a post and then passes the paper to the person on their left. They take the next paper from the person on To reply to their right. They read the reply and the posts on then add their own. “holidays in - T asks Ss refer to the examples as the models for their answers. T countryside.” encourages Ss to choose a variety of posts with different attitudes. - T asks Ss write down their replies. -Then T asks each group to read out one of their reply chains to a post and discuss it as a class. 3. Homework (2 minutes) - Learn by heart vocabulary and structures. - Prepare next lesson. Unit 1. Lesson 5 Skills1. V. Feedback Teacher: Doan Thi Le - Long Bien Secondary School School year: 2018 - 2019
13. Lesson Plan – Grade 8 Unit 2/ Life in the countryside Week: Date of preparation: Period: Date of teaching: UNIT 2: LIFE IN THE COUNTRYSIDE Lesson 5: SKILLS 1 I. Objectives: By the end of the lesson, Ss will be able to read for specific information about an unusual lifestyle in the countryside Mongolian nomadic life and talk about what they like or dislike about life in the countryside. 1. Knowledge: a. Vocabulary: The lexical items related to the topic of life in the countryside. b. Grammar: Comparative forms of adjectives: review, Comparative forms of adverbs. 2. Skills: Reading and speaking. 3. Formation of behavior: Students will feel interested in discussing what they like or dislike about life in the countryside. II. Teaching method: Communicative approach. III. Teaching aids: - Projector, textbook, computer, pictures. IV. Procedures: 1. Class organization. (2 minutes) - Greet. - Check attendance. 2. New lesson. (41 minutes) Steps Teacher’s and students’ activities Content Warm - up A. Warm - up: Brainstorming - T writes the phrase “Gobi To motivate Ss Highlands” on the board and asks and lead to the Ss if they know what and where it new lesson. is. - Then T writes the word Mongolia next to it. - T asks Ss brainstorm what they know about this country and its people. - If possible T shows Ss some pictures and ask Ss to pick the ones they think are of Mongolia. Reading B. Reading Reading Pre - reading 1. Pre - reading New words - T teaches Ss vocabulary. 1. ger (n): form of verb (gerund). - T asks Ss to read chorus. 2. circular (adj): có hình tròn * Quickly read the passage and 1. Quickly read the passage and choose choose the most suitable heading the most suitable heading A, B, C for A, B, C for each paragraph. each paragraph. - T asks Ss to read the headings Key: first and make sure they understand 1. The importance of cattle to the nomads. To predict the their meanings. They then read 2. The nomads’ home. content of the each part of the passage and choose 3. Nomadic children’s lives. reading text. the correct heading for it. If time allows, T asks Ss to underline the words/phrases which help them Teacher: Doan Thi Le - Long Bien Secondary School School year: 2018 - 2019
14. Lesson Plan – Grade 8 Unit 2/ Life in the countryside make their decision. - T lets Ss exchange their answers. - T allows them some time to explain to one another about their choice. - T checks the answers as a class. 2. While - reading While - * Match the descriptions with the 2. Match the descriptions with the reading words and phrases from the words and phrases from the passage passage. Key: - T asks Ss to read the passage 1-b 4-a again and underline the words (a- 2-d 5-c To e). 3-e comprehend - Ss try to guess the meaning of the content of these words, based on the context. the reading - T lets Ss complete the task text. independently. * Read the passage again and 3. Read the passage again and choose choose the best answer A, B, C or the best answer A,B,C or D. D. Key: - T lets Ss remember the main 1-A 4-B information of the passage without 2-C 5-B having to reread it. 3-A 6-D - T asks them to read the questions and do the exercise independently. -May T guide Ss to look for key words which can help them find the part of the passage where the information for the answers is given. Speaking Speaking 1. Pre - speaking 4. Work in pairs. Interview your * Work in pairs. Interview your partner to see if he/she likes or dislikes partner to see if he/she likes or mongolian nomadic life. dislikes mongolian nomadic life. - T asks Ss individually refer to the Example passage and underline at least one A: What do you like about their nomadic thing they like about Mongolian like? nomadic life and one thing they B: Well, the children learn to ride a horse To interview don’t like about it. A: And what don’t you like about it? your partner to - T encourages them to follow up B: They can’t live permanently in one see if he/ she and talk about as many different place. likes or details as possible. dislikes - To follow up, T can ask some mongolian pairs to report on their likes and nomadic life. dislikes. T can make two list of their likes and dislikes on the board and see which ideas are the most common. * Likes: Teacher: Doan Thi Le - Long Bien Secondary School School year: 2018 - 2019
15. Lesson Plan – Grade 8 Unit 2/ Life in the countryside * Dislikes: 2. While - speaking. * Work in pairs .Discuss and find 5. a. Work in pairs. Discuss and find. - Two things you both like about the countryside. - Two things you both dislike about the countryside. -T lets Ss move from talking about nomadic life to the countryside in VN. - T asks Ss work in pairs , discussing which two things they To report what both like and which things they he/ she likes or both dislike. They can make a list dislikes in order to report the class later. mongolian -For more advanced Ss and if time nomadic life. allows, T lets the whole class listen to each list and discuss what they think about these likes /dislikes. * Report your findings to the 5. b. Report your findings to the class. class. Example: Both of us love picking fruit in the summer .It can be hard work but very satisfying. 3. Homework (2 minutes) - Learn by heart all the new words. - Practice reading the passages, asking and answering about activity-time-calorie. - Prepare: Skills 2. V. Feedback Teacher: Doan Thi Le - Long Bien Secondary School School year: 2018 - 2019
16. Lesson Plan – Grade 8 Unit 2/ Life in the countryside Week: Date of preparation: Period: Date of teaching: UNIT 2: LIFE IN THE COUNTRYSIDE Lesson 6: SKILLS 2 I. Objectives: By the end of this lesson, students can listen for specific information about changes in the countryside and write a short paragraph about changes in the countryside. 1. Knowledge: a. Vocabulary: The lexical items related to the topic of life in the countryside. b. Grammar: Comparative forms of adjectives: review, Comparative forms of adverbs. 2. Skills: Listening and writing. 3. Formation of behavior: Students will feel interested in the changes in the countryside. II. Teaching method: Communicative approach. III. Teaching aids: - Projector, textbook, computer, pictures. IV. Procedures: 1. Class organization. (2 minutes) - Greet. - Check attendance. 2. New lesson. (41 minutes) Steps Teacher’s and students’ activities Content Warm - up A. Warm - up Network To motivate Ss - T gives questions and Ss answer. to the new -What do you like about the lesson. countryside ? -What don’t you like about the countryside? Listening A. Listening New words. Pre - 1. Pre - listening Listening - T uses different techniques to teach vocabulary (situation, realia) * Checking vocabulary: Slap the To predict the board. content of the * Listen to a boy talking about 1. Listen to a boy talking about changes listening text. changes in his village and tick the in his village and tick the changes he changes he mentions. mentions. - T gives Ss time to look at the Key: changes (A-F). T asks questions to B. Electrical appliances in the homes. make sure that Ss understand the C. Means of transport. meaning of the words / phrases. E. School. - T plays the recording and Ss tick F. Visitors. the changes which are mentioned - T gives Ss time to check if they know the word “earthen”. - T asks Ss listen to the recording again (as many times as neede or if time allows) and complete the exercise. -T checks their answers as a class Teacher: Doan Thi Le - Long Bien Secondary School School year: 2018 - 2019
17. Lesson Plan – Grade 8 Unit 2/ Life in the countryside While - 2. While - listening listening * Listen again and say if the 2. Listen again and say if the sentences sentences are true (T) or false (F) are true (T) or false (F). - T asks Ss to read the questions Key: first to see what kind of 1. F 4.T To information they need to find. 2.T 5.T comprehend 3.F the content of * Listen again and answer the 3. Listen again and answer the the listening questions in no more than Four questions in no more than Four words text. words. Key: - T lets some Ss might be able to 1.His parents answer some questions without 2. Life outside their village. listening to the recording again. 3. Nearby/ Near the village. - T plays the recording Ss listen and 4. The way of life. decides what words/ phrase to write down for the answer. - T asks Ss compare their answers with a partner. - T checks as a class/ Writing B. Writing 4. What do you think? Which changes Pre-writing 1.Pre-writing in the listening do you see as * What do you think”? Which positive? Which do you see as changes in the listening do you negative? see as positive? Which do you see Example: To take notes as negative? It’s good for the villagers to have TVs. some ideas. - Ss support their opinions with a They can now have more fun and learn reason and write them out. more about different people and different - T places Ss into small groups of 3 places. or 4 Ss in each group work together to decide which rural area they will talk about. - Then T asks them discuss and note down some changes they can find in this area. While - 2. While-writing writing * Work in groups. Discuss and find some changes in rural areas. 5. Work in groups. Discuss and find To write some Make notes of the changes. some changes in rural areas.Make notes changes in a - T asks Ss use their notes about te of the changes. rural areas. changes in a rural area to write a paragraph describing the changes. - T can guide their writing by providing them with some key words/ phrases like “the list change is “ or “The change we are most interested in is”. If there is not enough time to write the paragraph in class. * Write a short paragraph about the changes. 6. Write a short paragraph about the Teacher: Doan Thi Le - Long Bien Secondary School School year: 2018 - 2019
18. Lesson Plan – Grade 8 Unit 2/ Life in the countryside - SS write down the changes in the changes. countryside. E.g.: I live in a mountain village. It’s the small village in Ba Vi, a mountainous district, about 50 km far from Ha Noi. My parents often tell me stories about their life in the past. It’s not much like the village I can see nowadays. Some villagers now live in brick houses instead of earthen ones. Our houses are better equipped with electric fans and TVs. Thanks to the TV, we now know more about life outside our village. We don’t use oil lamps any more. We have electric lights which are much brighter. More villagers are using motorcycles for transport instead of riding a horse or walking. We – village children – no longer have to walk a long way and cross a stream to get to school, which is dangerous in the rainy season. Now there’s a new school nearby. We also have more visitors from the city. They come to experience our way of life. 3. Homework (2 minutes) - Revise the writing about the changes in the countryside. - Prepare: Looking back. V. Feedback Teacher: Doan Thi Le - Long Bien Secondary School School year: 2018 - 2019
19. Lesson Plan – Grade 8 Unit 2/ Life in the countryside Week: Date of preparation: Period: Date of teaching: UNIT 2: LIFE IN THE COUNTRYSIDE Lesson 7: LOOKING BACK AND PROJECT I. Objectives: By the end of the lesson, Ss will be able to understand the topic "life in the countryside". 1. Knowledge: a. Vocabulary: The lexical items related to the topic of life in the countryside. b. Grammar: Comparative forms of adjectives: review, Comparative forms of adverbs. 2. Skills: Reading, speaking, listening and writing. 3. Formation of behavior: Students will be interested in reviewing what they have learnt during the lesson. II. Teaching method: Communicative approach. III. Teaching aids: - Projector, textbook, computer. IV. Procedures: 1. Class organization. (2 minutes) - Greet. - Check attendance. 2. New lesson. (41 minutes) Steps Teacher’s and students’ activities Content Practice Practice Vocabulary 1. Vocabulary Vocabulary * Use the words and phrases in Activity 1. Use the words and phrases To revise the box to describe the picture. A in the box to describe the picture. A vocabulary word/ phrase may be used for word/ phrase may be used for more related to the more than one picture. than one picture. topic “life in - T asks Ss complete this exercise Key: the independently. Picture a: peaceful, vast, quiet, pasture, countryside”. - T corrects the answers. paddy field. . Picture b: quiet, paddy field, harvest time, rice. Picture c: peaceful, vast, quiet, nomadic life, inconvenient, pasture, cattle, horses. *Look at each picture and write a Activity 2: Look at each picture and sentence describing each person write a sentence describing each is doing. Use the verbs in person is doing. Use the verbs in brackets. brackets. - T asks Ss complete this task Key: independently. They can then 1. A boy is riding a horse exchange their answers with a 2. A man is herding his cattle/sheep partner. 3. A girl is picking apples (from apple - T checks as a class. tree.) 4.A boy is flying a kite 5. The children are around in the fields/countryside. 6. A woman is collecting water from the river. Teacher: Doan Thi Le - Long Bien Secondary School School year: 2018 - 2019
20. Lesson Plan – Grade 8 Unit 2/ Life in the countryside Grammar 2. Grammar Grammar * Look at the pictures and Activity 3. Look at the pictures and complete the sentences. Use complete the sentences. Use suitable suitable comparative of the comparative of the adverbs in To revise adverbs in brackets. brackets. comparative of - T asks Ss to read the situations Key: the adverbs. carefully and decide which two 1.faster than things are being compared. 2.earlier than - Ss may refer to the completed 3.better than sentences in 3 as a guide for this 4.more skillfully than sentence completion. 5. more beautifully than * Read the situations below and Activity 4: Read the situations below complete the sentences with and complete the sentences with suitable forms of the adverbs in suitable forms of the adverbs in brackets. brackets. - T asks Ss complete the exercise Key: independently and then compare 1 faster than a camel. their answers with a partner. 2 more happily than those in the city. -T checks as a class. 3 more heavily on the weather than people in many other jobs. 4. worse than I do. Communication Communication Communication * Work in groups Activity 5: Work in groups You are planning a trip to the You are planning a trip to the To practice countryside. Work together and countryside. Work together and communicating answer the question: answer the question: - T asks Ss work in groups. They Personal name Activity take turns to ask the questions and note down the answers. - T calls the groups then assigns a group representative to report. *Finished : - T asks Ss to complete the self- assessment. - Ss discuss what difficulties remain and what areas. * Project: I love the countryside. Project: I love the countryside. - T divides Ss into groups and Work in groups of four or five. Take instructs them on what they have to turns to draw a group picture of a place do. you would like to live in the countryside. - Ss hand out two pieces of paper – Then make a list of: one for brainstorming ideas. 1. The things you have in your picture. - Ss present their countryside 2. The activities you can do there. pictures in the next lesson. When Show your drawing to the class and talk all the groups have given their about it. presentation, the whole class can vote for the best. 3. Homework (2 minutes) - Learn by heart all the new words and complete all the exercises in their notebooks. - Prepare: Unit 3: Getting started. Teacher: Doan Thi Le - Long Bien Secondary School School year: 2018 - 2019
21. Lesson Plan – Grade 8 Unit 2/ Life in the countryside V. Feedback Teacher: Doan Thi Le - Long Bien Secondary School School year: 2018 - 2019