KHBD MÔN TIẾNG ANH 8 UNIT 6 – TUẦN 15

a. Aims:

– To create an active atmosphere in the class before the lesson.

– To lead into the new lesson.

b. Content:

– Asking questions to lead in the lesson.

c. Expected outcomes:

– Students’ answers.

d. Organisation

– Teacher asks Ss “What will you buy if you have 1,000,000 VND?”

– Ss answer the question individually.

– Teacher leads in the introduction of the target grammar point.

– Teacher sets the context for the lesson

– Teacher corrects for students (if needed)

What will you buy if you have 1.000.000 VND?

a. Objectives:

– To help Ss review the forms and use of the future simple and first conditional

b. Content:

– Teacher asks Ss to do the exercise individually and then check their answer in pairs.

– Invite some Ss to share their answers. Confirm the correct answers.

c. Expected outcomes:

– Students know how to use the target grammar.

d. Organisation

Grammar teaching

– Teacher reminds students that they have already learnt The future simple and First conditional.

– Tell them to read the Remember! box in pairs (p. 63)

– Teacher explains again the form and use of future simple and first conditional.

– Teacher checks students’ understanding by asking some checking-questions.

1/ Future simple.

 We use the future simple to describe future possibilities or conditions.

Ex: I will buy a boat.

=>  (+) S + will + Vo + …..

Ex: I won’t / will not buy a watch.

=> (⎯) S + won’t / will not + Vo + …

Ex: Will you buy a helicopter?

=> (?) Will + S + Vo + …?

2/ First conditional

We use first conditional to talk about things which are possible in the present or the future.

If she has 10,000,000 VND, she will buy a new mobile phone.

If + Present Simple,           Future Simple

If + S + V(s/es) + .. , S + will + Vo  +…..

 a. Aims:

– To help ss revise the future simple to complete the given dialogues.

– To help ss use the future simple to build sentences.

– To help Ss practise future simple and first conditional in sentences

b. Content:

– Task 1: Use the verbs from the box with will or won’t to complete these dialogues.

– Task 2: Arrange these words and phrases in the correct order to form meaningful sentences.

– Task 3: Give the correct tense of the verbs in brackets, using the first conditional.

c. Expected outcomes:

– Students understand how to use the target grammar.

d. Organisation

– Give Ss some time to work by themselves and write down the answers. Observe and help when and where necessary.

– Ask some Ss to read their sentences. Call on some Ss to write their answers on the board. Confirm the correct answers.

– Explain to Ss another use of the future simple (to describe future possibilities or conditions), and give one or two examples before moving onto 2.

– Teacher corrects the students as a whole class.

*Answer key:

1. will tell

2. will attend – won’t join

3. won’t have – will do

– Have Ss work individually. Tell them to put the words in the correct order to build meaningful sentences. Tell them to pay attention to the form of the future simple.

– T lets Ss work in pairs to compare their answers before sharing their answers.

– T checks and confirms the correct answers.

* Answer key:

1. We will take our first-term exams very soon.

2. Will they stay in an igloo when they visit Alaska?

3. She will work with the tribal groups to help them revive their culture.

4. I won’t choose online learning in the second semester.

5. I’ll come to see you if I go to London this summer

– Have Ss look at the sentences and write down their answers.

– T asks Ss to check their answers with their partners. Ask for translation of some of the words to check their understanding.

– T confirms the correct answers.

– Teacher corrects the students as a whole class

* Answer key:

1. eat

2. goes

3. will have

4. don’t do

5. Will she be

Task 4, 5

a. Aims:

– To help Ss distinguish if and unless in conditional sentences.

– To help Ss apply the uses of the first conditional with if and unless in real contexts by making sentences about themselves

b. Content:

-Task 4: Fill in each blank with IF or UNLESS.

– Task 5: Complete the following sentences to make them true for you. Then share your answers with a partner.

c. Expected outcomes:

– Students can make sentences using the learned grammar points.

d. Organisation

– Introduce to Ss do the conjuntion unless in the Remember! box and give them some one example. (P.64)

– Have Ss do the exercise individually and then exchange their answers with a partner.

– Call on some Ss to read the sentences aloud. Other Ss comment.

– T confirms the correct answers.

– Teacher corrects the students as a whole class

* Remember: we can also use unless in conditional sentences Unless means “if …. not”

Ex:

You will fail the test if you don’t study harder.

=> You will fail the test unless you  study harder.

* Answer key:

1. Unless

2. if

3. unless

4. If

5. unless

– Give them some time to work independently and write down their sentences.

– Then let them work in pairs to exchange their sentences.

– T goes round giving help when and where necessary.

– Some Ss may write their answers on the board. Other Ss comment and T makes corrections.

– Teacher gives corrections and feedback.

* Suggested answers:

1. If it rains tomorrow, I will stay at home. 2. Unless I get good marks, I will be upset. 3. If I have free time this weekend, I will visit my grandparents

4. If I study harder, I will get good marks. 5. Unless I go to bed early, I will be tired tomorrow.

a. Aims: To consolidate what students have learnt in the lesson.

b. Content: Talk about what they have learnt in the lesson

c. Expected outcomes: Students summarize the grammar they just learned

d. Organisation:

– Ask Ss to make sentences about themselves, using the first conditional.

How to use the future simple and first conditional

a. Aims: To revise the lesson and prepare for the next lesson.

b. Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook

c. Expected outcomes:   Students’ preparation and  workbooks

d. Organisation:

– Ask Ss to revise the future simple and the first conditional and make 5 sentences using the future simple and 5 sentences using the first conditional.

– make 5 sentences using the future simple and 5 sentences using the first conditional.

– Prepare  lesson 4 ( communication)

a. Aims:

– To create an active atmosphere in the class before the lesson;

– To lead into the new lesson.

b. Content:

– Jumbled conversation

c. Expected outcomes:

– Students’ answers

d. Organisation

– Teacher gives out a jumbled conversation

– Teacher asks students to rearrange it to make a meaningful conversation.

– Teacher give some follow-up questions to lead in the introduction of the target grammar point.

1. Sure. What do you want to drink?

2. Mom, could you make me a sandwich for breakfast tomorrow?

3. I’m thinking, Mom.

4. Yes, certainly. I’ll have some milk

5. How about a glass of milk? It’s your favorite drink, right?

* Keys: 2 – 1 – 3 – 5 – 4

* EVERYDAY ENGLISH  ( Task 1,2)

a. Aims:

– To introduce ways of expressing certainty.

– To help Ss practise expressing certainty.

b. Content:

– Task 1: Listen and read the conversations. Pay attention to the highlighted sentences.

– Task 2: Work in pairs. Make similar conversations to express certainty in the following situations.

c. Expected outcomes:

– Students know how to use the structures to express certainty.

d. Organisation

– T plays the recording for Ss to listen and read the two dialogues between Tom and Nam, Alice and Mai at the same time.

– Ask Ss to pay attention to the questions and answers.

– Have Ss practise the dialogues in pairs.

– Call on some pairs to practise the dialogues in front of the class.

– T asks Ss to work in pairs to make similar dialogues with the given cues (one asks questions and the other answers).

– Teacher checks students’ understanding by asking some checking-questions.

– Move around to observe and provide help.

– Call on some pairs to practise in front of the class.

– Comment on their performance.

* Suggested answers:

1.    You ask your friend to help you with your maths homework.

A: Can you help me with my maths homework?

B: Yes, certainly. / Yes, sure.

2.    You say that Vietnamese love seafood.

A: Vietnamese love seafood.

B: Yes, certainly. / Yes, sure.

CUISINES AROUND THE WORLD

a. Aims:

– To provide students with more knowledge about the cuisine of different countries around the world through a quiz.

– To provide students with practice in talking about their opinions and giving reasons.

b. Content:

– Task 3: How much do you know about the cuisines of different countries? Do the quiz to  find out.

– Task 4: Work in groups. Read the two passages and discuss the questions below.

c. Expected outcomes:

– Students know about the cuisine of different countries around the world.

– Students can talk about their opinion and give reasons

d. Organisation:

– Teacher asks Ss to work in pair, read the sentences carefully and choose the correct answers.

– Give explanations if necessary.

– Check their answers as a class.

* Answer key:

1.      B

2.      A

3.      C

4.      A

5.   B

-Ss read the passages for a few minutes. Make sure  they understand the main ideas, and explain if needed.

–      Ss work in groups. Each gives their preference  (Italian or Indian food), and gives reasons.

–      T goes round the class to monitor. T corrects Ss’ mistakes only when it is really necessary.

T calls on some Ss to perform the task in front of the class. T and other Ss listen and make comments.

– Do you prefer Italian or Indian food?

Why/Why not?

* Suggested questions and answers:

I like Italian/ India food. Because it is tasty, …

I like the Indian cusine because I enjoy the favour of curry. It’s savory and delicious. I hope one day I well have the chance to try Italian cusine.

a. Aims:

– To check students with practice in asking and answering about typical food in their area.

b. Content:

– Task 5: Work in groups. Talk about the typical food in your area. Discuss.

c. Expected outcomes:

– Ss can answer the questions about food.

d. Organisation

– Have Ss work in groups, taking turns to ask and   answer.

– Let Ss think and give the answers.

– Encourage them to say what they know and what  they think. Their opinions may differ.

Call on some pairs to perform the task in front of the class. T and other Ss listen and make comments.

* Suggested outcome:

– staple food: rice, corn, bread, …

– favourite food: pork, chicken, beef, fish, seafood, …

– foods eaten on special occasions: banh chung, moon cakes, sticky rice, …

a. Aims: To consolidate what students have learnt in the lesson.

b. Content: Talk about what they have learnt in the lesson

c. Expected outcomes: Ss summarise the main points of the lesson.

d. Organisation:

How to express certainty

a. Aims: To revise the lesson and prepare for the next lesson.

b. Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook

c. Expected outcomes:   Students’ preparation and  workbooks

d. Organisation:

– Prepare:  Skills 1

a. Aims:

–  To help Ss understand and activate their knowledge of the topic;

b. Content:

– Discuss the pictures.

c. Expected outcomes:

– Students gain knowledge about Alaska.

d. Organisation

– T asks ss to look at the pictures of Alaska and answer the questions in pairs.

– Ss work in pairs to answer the questions.

– T elicits answers from Ss.

– T leads in new lesson.

What state of the USA it is ?

Where is Alaska ?

What ’s the population of it ?

How about the climate

What languages do they speak ?

Task 1,2,3

a. Objectives:

– To help Ss learn new vocabulary in the reading text.

– To improve Ss’ skill of reading for details (scanning)

b. Content:

– Task 1: Read the text and check your answers in the Warm-up part.

– Task 2: Match the highlighted words in the text with their meanings.

– Vocabulary

– Task 3: Read the text again and answer the questions.

c. Expected outcomes:

– Students know more new words and  how to use the target vocabulary.

d. Organisation

*Correction predictions

– Have them read the text and check their answers.

– Have Ss to work in pairs to answer the right questions

– Calls some pairs to read aloud their answers

– T gets geedback

* Suggested answers:

+ Alaska: a state of the US (49th)

+ location: northwest of North America

+ population: over 700,000

+ climate: oceanic climate, very cold

+ native people: Alaskan Natives

+ languages: English 86.3%, Alaska native language

– Have Ss to read aloud the highlighted words.

+ Correct their pronunciation if needed.

– Ask Ss to guess the meanings of the highlighted words by matching with their meanings

– T checks the answers

– T writes the highlighted words on the board with their meanings and asks Ss to write down in their notebooks

+Let Ss practice the highlighted words by reading in chorally, individually and checks their pronunciation

* Answers keys

1. d        2. a

3. c        4. b

New words:

1. maintain (v): duy trì

2. experience (v); trải nghiệm

3. style (n); kiểu, phong cách

4. musher (n): người điều khiển xe trượt tuyết chó kéo.

– Ask Ss to read the text individually to answer the questions

– Ask Ss to share their answers with their partners

– Call on some Ss to read the answers aloud before the class. Check their pronunciation and intonation.

– T gets feedback

* Answer key:

1. It is about 730,000 / 730 thousand.

2. Various native group have their own special styles of carving or weaving.

3. We can find it in their villages

4. It is 1,510 km (long).

5. Yes, it is.

      Task 4,5

a. Aims:

– To provide Ss with an opportunity to revise and use vocabulary related to the topic of the unit

– To help Ss practice asking and answering about what people do to maintain their traditional lifestyle in Ss’area and other places

– To help ss to improve their speaking skill.

b. Content:

– Task 4 : Work in pairs. Look at the pictures and use the cues to talk about what people in some places do to maintain their traditional lifestyle.

– Task 5 : Work in pairs. Ask and answer about how people in your area maintain their traditional lifestyle. You can use the ideas in 4 and the reading text in 1

c. Expected outcomes:

– Ss can talk about what peole do to maintain their traditional lifestyle

d. Organisation

– Give Ss time to study the example, the pictures, and the phrases given.

– Then have Ss work in pairs.

– T goes round to monitor and gives help when necessary.

– Call on some pairs to perform the task in front of the class.

– T gets feedback

* Suggested outcome:

A: What do people in Chau An Village do to maintain their traditional lifestyle?

B: They perform traditional dances.

They also hold festivals.

– Allow some time for Ss to think about how people in their area maintain traditional lifestyle.

– Have Ss work in pairs (or groups of 4-5).

– Ask them to use the ideas in Activity 4, and the vocabulary learnt for cues

+ Give help when they have difficulty expressing their ideas.

– Call on some good pairs to talk in front of the class first

– Teacher gives corrections and gets feedback

A: What do people in your area do to maintain their traditional lifestyle?

B: They hold festivals and they make crafts.

A: What do people in your area do to maintain theis traditional lifestyle?

B: They work in the factory. They also sell vegetables.

a. Aims: To help students  practice talking about how people in your area maintain their traditional lifestyle.

b. Content: Work in groups. Tell about  how people in your area maintain their traditional lifestyle.

c. Expected outcomes:Some groups  give presentations in front of the class.

d. Organisation:

-Students give comments for their friends and vote for the most interesting and informative presentation.

-Teacher and students discuss the presentations.

-Teacher gives feedback and comments

* Suggested outcome:

I live in Bat Trang, which is a pottery village not far from Ha Noi centre. To maintain the traditional lifestyle, local people will make pottery and paint on the ceramic statues. Then they will sell those pottery products to tourists.

a. Aims: To consolidate what students have learnt in the lesson.

b. Content: Talk about what they have learnt in the lesson

c. Expected outcomes: Ss recall whatever they can remember from the lesson.

d. Organisation:                                       

– Talk about  how people in your area maintain their traditional lifestyle.

a. Aims: To revise the lesson and prepare for the next lesson.

b. Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook

c. Expected outcomes:   Students’ preparation and  workbooks.

d. Organisation:

– Prepare new lesson: Unit 6: Skills 2