Giáo án Tiếng Anh lớp 8

up: (Chatting)
a. Where do you live?
b. Do you want to live in the city why?
c. Do you want to live in the country? Why?
* Pre-reading:
□ Pre-teach vocab:
- a relatire (undes, aunts, cousins)
- peaceful = quet.
- Accessible.
- Medical facilities.
* Checking vocab: Rub out and remember.
 □ Brainstouning** (getting started)
City life
Country life
noisy
quiet
- Talk to Ss about life the city and life in the country by asking some questions.
- Present new words on the board.
- Guide Ss to read the words in chorus.
- Get Ss to talk about city life and country life.
- Listen and answers the questions.
- Listen and repeat copy down.
- Read the words in chorus.
- Talk about city life anf country life.
* While-reading:
□ Read the dialogue.
□ Compare their ideas.
□ Answers the questions (p.73)
a. Where has Na been?
b. How long was she there?
c. What is her opinion of the countryside?
d. Na says "there is nothing to do". What does she mean by this?
e. What are some of the changes that hoa mentions?
* Post-reading:
□ Practive the dialogue.
□ Discuss in groups
- Do you prefer the city or the country life? Why? 
- Ask Ss to read the dialogue and compare their ideas.
- Get more information.
- Correct their mistakes.
- Move around and correct Ss' pronunciation.
- Read the dialogue and compare their ideas.
- Give feedback.
- Answers the questions on page 73.
- Give feedback.
- Practise the dialogue.
- Discuss in groups.
* Homework:
- Ask Ss to write a shout passage about why they prefer the city life or the country life.
- Week: 16 - Period: 46
- Teaching date:	Lesson 2: 	- Speak.
	- Language focus 3
* Aim: - Practice in Present Progressive tense to descivibe changes with get and becom.
* Objective: - By the end of the lesson, Ss will be able to practice Speaking about the changes of a place.
* Teaching aids: - Textbook, pictures.
* Procedures:
Content
T's activties
Ss' activities
* Presentation: 
□ Set the scene:
à Model sentence:
Hoa's grandmother is getting weaker.
Ÿ Form: am/ is/ are + V-ing
Ÿ Use: used to deseribe changes with "get" and "become".
* Practice: (Word cues Drill)
a. The boys/ get/ tall.
b. The old men/ becom/ weak
c. It/ become/ dark
d. The weather/ get/ cold
e. The students/ get/ better.
f. The school/ yard/ become/ cleaner.
* Production: 
1. Speaking 1:
Look at the two pictures and talk about the changes of the town (p.73)
Ÿ The traffic is getting busier.
Ÿ The house are getting more modern.
2. Speaking 2:
Talk about changes in their hometown.
- Set the scence to introduce the model sentence.
- Explain the structure.
- Model first two cues, the whole class reperat chorally, then some students read out individually.
- Ask Ss to look at the pictures (p.73) and talk about the changes of the town.
- Write the word prompts on the board and help Ss speak.
- Listen and copy down.
- Complete the sentences, using the cues given.
- Speak the changes of the town.
- Talk about changes in their hometown.
* Homework:
□ Write sentences, using Present Progressive Tense to describe changes in their school.
- Week: 16 - Period: 48
- Teaching date:	Lesson 3: 	- Listen.
	- Language focus 1 - 2
* Aim: - Listening for details to complete the dialogue and Further Dractice in Present Progressive tense.
* Objective: - By the end of the lesson, students will be able to complete the dialogue by listening and Further Practice in Present continuous to talk about the future.
* Teaching aids: - Textbook, cards.
* Procedures:
Content
T's activties
Ss' activities
* Warm-up: (Matching)
Play the house
Do my aunt, Mrs Hang
Watch a meeting.
Go to man
Clean to violin lesson
Have table tennis
Phone my homework
Speak a programe
* Prelistening:
- Complete the dialogue use the verbs in the present progressive tense (page 78)
- Review the form of the present Progressive tense.
□ Set the scence.
□ Guess the missing words.
* While-listening: 
 □ Listen to the tape and check their predition (p.74) 
- Prepare 8 cards with phrases on them. Write 8 verbs on the board
- Divide the class into 2 teams and hand out each team 8 cards.
- Guide Ss how to do exercise.
- Correct the mistakes.
- Set the scence to introduce the dialogue - letSs predict.
- Ask Ss to listen to the tape.
- Listen and correct the mistakes.
- Stick the cards with phrases besides the suitable verbs.
- Complete the dialogue, using the suitable verbs in the Present Progressive tense.
- Read the dialogue.
- Predict the missing words.
- Listen to the tape and check their prediction
- Give feedback.
* Post-listening:
Do exercise 1 on page 77.
- Help Ss practise.
- Practise speaking.
* Homework:
- Ask Ss to write a shout passage about why they prefer the city life or the country life.
- Week: 17 - Period: 49
- Teaching date:	Lesson 4: 	Read.
* Aim: - Reading comprehension about the problem of people from the countryside moving to the city.
* Objective: - By the end of the lesson, Ss will be able to understand the text about one of the social problems.
* Teaching aids: - Textbook.
* Procedures:
Content
T's activties
Ss' activities
* Warm-up: (Jumbled words)
Plentiful, nature, flood, destroy, population, provide, result, facilities.
* Pre-reading:
□ Pre-teach vocab:
- rural (adj) thuoäc mieàn queâ.
- urban (a) thuoäc veà thaønh phoá
- Stain (n): traïng thaùi caêng thaúng
- typhoon: baõo
Drought: hôïp taùc and dry weather for a long time.
- strouggle (n): söï ñaáu tranh
- migrant (n) a person who moves from one place to another especially in cerder to find work
□ Checking vocab: what and where.
□ Brain storming:
Difficulties of farmers life
floods
typhoons
- Present the Jumbled words on the board.
- Present new words and guide Ss to read them in chorus.
- Guide Ss to read words in chorus.
à insividually.
- Check vocab by technique what and where.
- Ask Ss to think of the difficulties of farmers' life.
- Rewrite the words in the ordered letters.
- Listen and repeat - copy down.
- Read in chorus.
- Rewrite the words in the correct circle.
- Tell about the difficulties of farmers' life.
* While-reading:
□ Read the text silently and find the word in the passage that means:
a. of the countryside
b. as many as needed
c. become greater or larger.
d. a great pressure
e. a terrible event.
f. of the city or city life.
* Post-reading:
□ Gap - filling:
(Exercise 1 page 75).
- Ask Ss to do exercise 2 on page 75.
- Listen and give the correctanswers.
- Ask Ss to do exercise 1 on page 75.
- Read the text and find the word in the passage that means.
- Give feedback.
- Complete the summary 1 on page 75, using the information from the passage.
- Week: 17 - Period: 50
- Teaching date:	Lesson 5: 	Write
* Aim: - Writing letters to friends about the neighborhood.
* Objective: - By the end of the lesson, Ss will be able to write letters to their friends about their neighborhood.
* Teaching aids: - Textbook, cards.
* Procedures:
Content
T's activties
Ss' activities
* Warm-up: (Revision)
Review the form of a letter.
1. Heading:
Ÿ Write's address
Ÿ Date
Ÿ Dear ......,
2. Opening
3. Body of letter
4. Closing.
* Pre-writing:
□ Discuss and answers the questions
a. Where do you lire?
b. What does your house look like?
c. What can you see from your bedroom window?
d. How far is it from your home to school?
e. What kind of facilities are there in your neighborhood?
f. What things in your neighborhood do you like best? Why?
- Review the form of the letter.
- Ask Ss to do exercise 1 (p.76)
- Ask Ss to work in groups to answers the questions in exercise 2 on page 76.
- Listen and answers the questions.
(Put the outline for an informal letter in the correct order).
- Discuss in groups and answers the questions.
* While-reading:
□ Write a letter to a friend about your neighborhood, using the answers.
* Post-writing:
- Sharing and comparing Correction.
- Let Ss write the letter.
- Write the letter, using the answers.
- Week: 17 - Period: 51
- Teaching date:	Lesson 6: 	- Language focus.
* Aim: - Further Practice in comparative and superlative adjectives.
* Objective: - By the end of the lesson, Ss will be able to use comparative and superlative adjectives..
* Teaching aids: - Textbook.
* Procedures:
Content
T's activties
Ss' activities
* Warm-up: (Brainstorming)
Long adjectives
Short adjectives
expensive
big
tall
□ Find out short adjectives and long adjectives they have learnt.
* Presentation:
Ÿ Comparative:
Short adjective-er + than + Object
More long adjective + than + object
Ÿ Superlative:
The + short adj - est
The most + long adjective.
Ÿ Irregular adjectives:
Good/ well better the best
Bad worse the worst
Mary more the most
Little less the least
- Ask ss to find out the adjectives
- Remind Ss of the forms of comparative and superlative adjectives.
- Go to the board and write the adjectives.
- Listen and copy down.
* Dractice:
Do exercise 4 on page 79.
Ex: - The air in the country is fresher then in the city.
 - The medical faccilities in the city are more accessible than in the country.
* Production:
Do exercise 5 on page 79.
Ÿ What are advertised?
Ÿ How old are they?
Ÿ How much do we pay per month?
old
expensive
Big
Expensive
Small
hot
big
beautiful
old
- Ask Ss to do exercice 4 (p.79) give some examples.
- Move around the class and help Ss write comparison sentences.
- Ask Ss read the advertisement then ask them some questions to check their understanding.
- Guide Ss to play a game.
- Make comparions between the country.
- Each student reads aloand one of the sentences they have made.
- Read the adiertisement and answers the questions.
- Play a game Noughts and Grosses.
* Homework:
□ Write 5 sentences comparing their house with their neighbors.
Revision
	- Week: 18 - Period: 53
Unit 9 : A first - Aid Course
	- Teaching date:	
	Lesson 1: 	- Getting Started.
	- Listen and Read 1, 2.
* Aim: - Reading for details about the situations which require first - aid.
* Objective: - By the end of the lesson, Ss can know what they would do in the situations which require first-aid.
* Teaching aids: - Textbook.
Content
T's activties
Ss' activities
* Discussion:
Look at the pictures and discurs what they would do in these situation which require first aid.
* Pre-reading:
□ Pre-teach vocab:
- ambulance: xe cöùu thöông
- emergency: söï caáp cöùu 
- unconcious ≠ concious
- (to) bleed
- wound (n): veát thöông
- pressure: söùc eùp
- tight ≠ loose
□ gap-fill predition
There was an emergency at lan's school. A student ..... 1 .... off her bike and hieän töôïng her head on the road. She was ... 2... but she cut her head and the. ... 3... was ... 4... badly. Lan telephoned Bach Mai Hospital and asked the nurse to send an ... 5... to Quang Trung school. Lan was asked to keep the student ... 6... while waiting for the ambulance".
- Give instructions
- Call on some groups to give their answers and correct.
- Present new words on the board - guide Ss to read them in chorus à individuals.
- Check Ss' memory by technique "slap the board".
- Present the open. Passage on the board.
- Ask Ss predict the words in the gaps.
- Listen and write on the board.
Look at the pictures and discuss in groups.
- Listen and repeat
- Copy down.
- Read the passage in fill in the blanks with suitable words.
- Give feedback.
* While-reading:
Read the dialogue and check Ss' prediction
* Post-reading:
Read the dialogue again and select the topics covered in the dialogue. (page 81). 
- Give the correct answers.
- Read the dialogue and check their predictions.
* Homework:
- Write a story using the information from the dialogue begin their story with:
Yesterday there was an emerger of at....
- Week: 18 - Period: 54
	- Teaching date:	Lesson 1: 	- Speak.
	- Language focus 2 - 3 - 4.
* Aim: - Practive in making and responding to offers, promises and requests.
* Objective: - By the end of the lesson, Ss can make and respond requests, offers and promises.
* Teaching aids: - Pictures on page 82, 87, 88.
* Procedures:
Content
T's activties
Ss' activities
* Presentation:
□ Set the scene.
□ Model sentence:
Will you (please) get me a bandage?
□ Concept checking:
1. To make a request:
Will
Would + you (please) + bare infini:...?
Could
Can
Responses: - Sure/ ok/ Taát caû right.
 - I'm sorry I can't/ I'm...
2. To make an offer:
Will/ won't you
 Shall I bare infinitive...?
 Can I
 Would you like + to infinitive.
 (on page 81).
* Practice: (Matching). (p.82).
1. The girl has a burn on her hand.
2. The girl has a bad fever
3. The boy has just broken the vase.
4. The boy has a headache.
5. The boy has a snake bite.
□ Picture Drill
Picture a: request d. offer
 b. offer/ request e. promise.
 c. offer/ request.
a. Could you give me a bandage, please?
- Sure. Here you are.
b. Shall I get you some medicine?
- Yes, please.
- Ask Ss questions to elicit the models.
- Presents the models.
- Get Ss to work out the rules for themsehes by asking questions.
- Hang the chart with the statements on the board.
- Identify the situations in the pictures.
- Model picture a.
- Monitor and correct, encourage Ss to make sentences for themsehes.
- Answers the questions.
- Listen and repeat.
- Copy down.
- Look at the pictures on page 82 and match the situations with the statements.
- Repeat the model sentence in chorus à individual.
- Practise all the exchanges in turns.
* Production: 
1. (LF2: Repettion Drill).
2. LF3: Role play
3. Do Language Focus 4 then practise speaking with a partner
- Collect the Ss' ideas and write them on the board.
* Homework: Rewrit exercises 2, 3, 4 (p.86, 87). 88).
- Week: 18 - Period: 55
- Teaching date:	Lesson 3: 	- Listen.
* Aim: - Listening to a paragraph for details about the activities taking place in an emergency room.
* Objective: - Help Ss known how to listen for details. 
* Teaching aids: - Textbook, pictures on page 82.
* Procedures:
Content
T's activties
Ss' activities
* Warm-up: 
Guess from context: What actions? 
Look at the pictures on page 82 and write out all the verbs describing the actions of the people in it.
* Pre-listening:
□ Pre-teach vocab:
- eye chart (picture)
- a parademic
- Wheelchair (picture)
- Stretcher
- Crutches
□ Checking technique: What and where.
□ Matching:
A à ambulance. D à eye chart
B à wheelchair E à scale
C à crutches F à stretcher.
- Give instruction.
- Tell Ss the group having the most right vebs is the winner.
- Present new words on the board.
- Have Ss repeat in chorus and copy down.
- Ask Ss to do exercise.
- Look at the pictures and write the verbs desoubing the people in it.
- Listen and repeat
- Copy down.
- Look at the picture in their books again and match the letter A, B, C,... to the corret words in the box.
* While-listening:
□ Order Prediction.
You guess
On tape
Ambulance
Wheelchair
Crutches
Eye chart
Scale
Stretcher 
3
2
6
4
5
1
* Post-listening:
True False Statements:
1. A doctor is wheeling a patient into the emergency room.
2. The patient's head is banadged
3. A nurse is pushing a wheelchair with a patient sitting on it.
4. The eye chart consists of 28 letters ranging (from) in the different sire*. 5. The baby's mother is trying to stop the nure from weighing her baby.
- Have Ss copy and guess the order of the words.
- Play the tape and ask Ss to listen.
- Listen and correct.
- Present the statements on the board.
- Ask Ss to read the statements carefully and check if they understand the meaning of the statements.
- Copy and guess the order of the words.
- Listen and give the answers.
- Read the statements given carefully and work in pairs to decide which of the statements is true and which is false.
* Correction:
1. False (a parademic)
2. True
3. False (empty wheelchair).
4. True
5. False (stop herbaby fromcrying)
- Play the tape and have Ss to listen (2 or 3 times)
- Listen the tage again and give the answers.
- Week: 19 - Period: 56
- Teaching date:	Lesson 4: 	- Read.
	- Language focus 1.
* Aim: - Reading for the instructions about some more situations requiring first-aid.
* Objective: - At the end of the lesson, Ss can use "in order to and so as to" to indicate purposes. 
* Teaching aids: - Textbook.
* Procedures:
Content
T's activties
Ss' activities
* Warm-up: 
Siggested words:
Burn, cut, bee sting, smake bite, fainting, shock, nose bleed.
* Pre-reading:
□ Pre-teach vocabulary:
- (to) lie flat.
- (to) elevate ≠ (to) lower
- a victim (person who needs first-aid)
- (to) over heat
- tissue damage
- (to) ease = (to) stop
□ Checking technique: Rub out and remember.
□ Network:
burn
fainting
shock
 cool the burn with ice
- Ask Ss to give nouns for emergen cies which require first-aid.
- Present new words on the board.
- Guide Ss to read them in chorus.
- Check ss' memory by technique "Rub out and remember".
- Collect and write the Ss' ideas on the board.
- Give nouns and write them on the board.
- Listen and repeat.
- Copy down.
- Read new words in chorus.
- Think of what to do in these emergency cases.
* While-reading:
□ Read the instructions on page 83 and add the missing information
□ Matching:
Ÿ Read the statements on page 84 and match three leading A, B, C to them.
□ Model sentence:
- Why should we cool the burn inmediately?
à we should do it in order to minimize the tissue damage.
□ Concept checking:
Form: in order to + bare infinitive.
Meaning: ñeå 
Use: to indicate purposes.
* Post reading:
Do exercise 1 on page 86.
- Have Ss read the instructions on page 83 and add the missing information.
- Ask the questions to elicit the answers.
- Monitor and correct.
- Read the onstructions and the statemnets - match three leading A, B, C to them.
- Listen and answers the questions.
- practise asking and answering the questions with "Why".
- Week: 19 - Period: 57
- Teaching date:	Lesson 5: 	- Write.
* Aim: - Writing a thank-you note.
* Objective: - By the end of the lesson, Ss know how to write a thank-you note.
* Teaching aids: - Textbook.
* Procedures:
Content
T's activties
Ss' activities
* Pre-writing:
□ Pre-teach vocab:
- (to) thank SO for sth.
- (to) cheer SO up = to make SO feel happier.
- (to) come over.
□ Set the scene.
"Nga was sick and she had to go to hospital. After she left the hospital, she wrote a thank-you note to Hoa. Why and what did she write?
□ True-false prediction:
1. Nga write to thank Hoa for some candy.
2. Hoa's gift cheered Nga up.
3. Nga'd lke Hoa to see her at the hospital.
4. Nga is very bored now.
5. Nga write the letter at the hospital.
□ Complete the thank-you note Nga sent to Hoa after she left the hospital. Use the correct tense forms of the verbs in brackets.
1. was 2. were 3. helped
4. come 5. am 6. I'm phone
* While - writing:
□ Answers the questions on (page 85)
□ Write a thank-you note to a friend. Invite your friend to go on a picnic with you. Use the questions.
- Present new words and guide Ss to read them.
- Set the scene to introduce the situation.
- Give instructions.
- Ask Ss to do exercise (page 84)
- Monitor and help ss with the tense firms.
- Correct the mistakes.
- Guide Ss to answers the questions.
- Corret the mistakes.
- Listen and repeat.
- Copy down.
- Read the statements and predict 
- Give their predictions and write on the board.
- Look at the letter on page 84 and complete it with the right verb forms.
- Give their answers.
- Answers the questions.
- Give feedback.
* Post-writing:
- Comparing - sharing
- Correction
- Write a thank-you note.
- Week: 20 - Period: 58
Unit 10 : Recycling
	- Teaching date:	
	Lesson 1: 	- Getting Started.
	- Listen and Read 1, 2.
* Aim: - To give information about the environment problems.
* O