Giáo án tiếng Anh lớp 8 Tuần 28 sách mới

Teacher’s activities

Ss’ activities

Contents

Warm – up.( 5’)

Introduction

Before starting this unit, T does a quick whole - class activity to review the past perfect learn in Unit 9. For example, T can write two sentences on the board and ask Ss to change them into one sentence using past perfect.

I missed the school bus. I was annoyed.

(I was annoyed, as I had missed the school bus./ I had missed the school bus so I was annoyed.)

Now start the new lesson. T can prepare one of these lead – ins for this unit.

*. Prepare two photos: one of people talking to each other face – to – face using verbal language, gestures, facial expressions, body language, ect, and one of people communicating with animals. Ask Ss to guess the topic of this unit. Once Ss have got the answer, ask them to work in pairs to list down as many ideas as they can about how people communicate.

*. Bring a mobile phone into the class. Elicit the phone’s functions from Ss and write them on the board. Then discuss with Ss which functions are helpful for communicating, and which functions are not. Ask Ss to explain their choice.

Presentation(10’)

Pre-teach vocab:

Set the scene:

Ask Ss to open their books and look at the pictures but cover the text. Introduce Phuc and Nick talking on…; the phone and the other pictures of Phuc, mai, and Nick. Brainstorm questions with Ss and write then on the board.

Accept all possible answers from Ss. Remember not to give correction at this stage.

Practice(20’)

Tell Ss they are going to listen to the conversation between Phuc and Nick. Play the recording. Elicit the connection between the pictures. Were their earlier guesses correct?

1a Find words or phrases in the conversation that mean:

Tell Ss they can uncover the text. Play the recording again.

1b Decide if the statements are true (T) or (F).

Correct the task as a class and encourage Ss to explain for both T and F options.

1c Why couldn’t Phuc, Mai, and Nick see the film together as was their plan? What was the problem? Was it only because of Nick’s mobile phone?

For a more able class, ask the groups to play the roles of Phuc, Mai, and Nick. What would they do if they were them?

2 Match the words/ phrases with the photos about ways of communication. Then listen to check your answers.

After they have finished, go through each item as a whole class. Ask Ss to further explain the meaning of the words/ phrases in the box, and/ or how they work. Allow Ss to use Vietnamese if necessary.

If there is time, ask Ss to work in pairs to tell each other if they have ever used these ways of communication.

3. Fill the gaps with the correct from of the words/ phrases from the box in 2.

Draw Ss’ attention to the words/ phrases from the word box in 2 again. Tell them to do this task by first underlining the cues in each item. Also remind Ss to consider the part of speech of the missing words (where applicable). Explain the Look out! box.

Further practice(7’)

4. GAME

In groups, brainstorm all the different ways you have communicated so far today. The person with the most ideas in the winner.

Set a time limit and ask Ss to write down as many different ways they have communicated so far today as they can. The person with the most ideas is the winner.

Alternative, this can be a competition between groups where they collect information from each member and collate it to find the winning group with the most communication ways.

Homework(3’):

Prepare for Unit 10 lesson 2

Class work

Whole class

Questions may include:

What do you think Phuc and Nick are talking about on the phone?

Where are Mai and Phuc in the first picture?

What are they doing there?

Where is Nick in the second picture? What is he doing there?

What is it in the third picture? What does it mean?

What is a possible connection between picture 1, 2 and 3?

Ss work individually then in pairs to find the words/ phrases.

Ss work individually then in pairs to compare answers with each other.

Ask Ss to work in groups of three or four and discuss the questions.

Ss work in pairs to complete this task.

Pair work

Look out!

These noun can be used as verbs:

email- to email; emailing.

conference – to conference; conferencing.

Ss work in groups.

Warm – up.( 5’): Review

*Vocabulary:

Vocabularies related to

“Communication forms and communication technology”

Key:

1 wait for ages 2. Show up

3. Get through

4. “My battery was flat.”

5. “Are you kidding”.

6. “We can try again.”

Key:

1. T 2. T

3.F (Nick was waiting outside the wrong cinema.)

4. T 5. T 6. T

Key:

They couldn’t see the film together because Nick went to the wrong cinema. They didn’t communicate clearly the name and address of the cinema beforehand. Then they were not able to contact each other because the battery of Nick’s mobile phone was flat.

Key:

1. having a video conference

2. Emailing 3. Video chatting

4. Meeting face-to-face

5. using social media

6. Using telepathy

7. Sending letters (snail mail)

Key:

1. Using social media 2. meet face – to face 3. email; sending letters/ snail mail

4. Using telepathy 5. video chatting 6. have a video conference

Teacher’s activities

Ss’ activities

Contents

Warm – up.( 5’)

Ask sts to tell about some kinds of communication they often use.

Pre-listening(5’)

Pre-teach vocab:

Practice(20’)

1. Choose words/ phrases from the box to describe the photos about other ways of communication.

Ss work individually first then in pairs. Encourage them to describe how the communication happens in each picture.

For a more able class, ask Ss to describe how each way of communication is different from the others.

2. Communication technology. Match the words with the definitions.

If it is possible, prepare some photos of the technology mentioned. If you have a computer connected to the Internet in the classroom, go online and show Ss an example of how these communication channels work, especially a chat room and a message board.

Similar to exercise 1, after giving corrections, T can share with Ss some of their own experiences of using these technologies.

3. Complete the diagram with the communication examples you have learn so far. Some can be put in more than one category. Can you add more ideas?

This task can be done in groups where Ss discuss and write down their ideas. Encourage Ss to think of all communication forms they have learnt, or the ones they know, and put them in the correct categories.

4. Debate. Choose one or more pairs of ways of communicating. Which one is better? Why?

T can arrange a debate where two teams complete with each other. Each team is assigned one from of communication. The rest of the class will be the audience. The two competing teams have to try every way possible to convince the audience their communication from is better. Then the audience will decide which team is the winner.

For a less able class where debating might be too challenging, this can be done as pair work. Ss discuss each of the communication pairs and decide which one is better. Tell Ss they will need to think about both the advantages and the disadvantages. Back as a class, elicit some pairs of Ss, or ask for a show of hands about which mode of communication is better. Then elicit why.

Further practice(12’)

Pronunciation

Stress in words ending in -ity and -itive

For words ending - ity and - itive, place the stress on the syllable before the suffix.

Stress in words ending in-ity and –itive

Ask Ss to cover the pronunciation box. Write the words ‘opportunity’ and ‘positive’ on the board. Ask Ss to read them aloud and try to identify which syllable is stressed. Find two more words ending with the suffixes –ity and –itive. Ask Ss to say them aloud. Then elicit the pronunciation rule with tha class. Have Ss read the pronunciation box and check if their rule is correct.

5. Mark the stress for the following words, then listen and repeat.

Ss work individually then in pairs to compare their answers. Tell Ss to mark the word stress. Play the recording and have Ss check the answers. Have Ss practice these words.

6. Fill the gaps with the words in 5 and practice saying the sentences. Then listen and check.

Ss work individually then compare the answers with their partners. Play the recording for Ss to check. Allow them plenty of time to practice these sentences with correct stress.

Homework(3’):

Prepare for unit 10 lesson 3

Class work

individual

pair work

Ss then work individually or in pairs to complete the exercise.

Some useful websites (for learning

and teaching English):

Chat room:

http:// www. Englishclub.com

http:// www. tolearnEnglish.com

http:// www. learnEnglish.de

message board:

http:// www. bbc.co.uk

http://forum.wordreference.com

http://www. usingEnglish.com

Group work

Forms of communication:

- Verbal meeting F2F

- Non- verbal using signs

- Multimedia texting

Pair work

Individual

Whole class

individual

individual

Warm – up.( 5’): Chatting

*Vocabulary:

- chat room

- multimedia

- landline phone

- smart phone

- message board.

Key:

1. using music

2. using signs

3. leaving a note

4 painting a picture

5. communication non-verbally with animals

6. using codes

7. sending flowers

8. using body language

Key:

1. d 2. e 3. b 4. c 5. a

Words ending in -ity and -itive

REMEMBER

For the words ending in – ity and – itive, place the stress on the syllable before the suffic.

Key:

1. com'petitive

2. in’finitive 3. re’petitive 4. ‘positive

5. a’bility 6. possi’bility 7. curi’osity 8. natio’nality

Key:

1. nationality 2. repetitive 4. possibility 5. Ability

Teacher’s activities

Ss’ activities

Contents

Warm – up.( 5’)

- T asks Ss tell something they’ve known about communication technology.

Presentation(5’)

Grammar

The future continuous: review

1. Listen again to part of the conversation in GETTING STARTED. Underline the future continuous tense and answer the questions.

Review

We use the future continuous tense to express being in the process of doing something at a specific time in the future.

Remind Ss of the story in GETTING STARTED: how Phuc, Mai and Nick planned to see a film together but Nick went to the wrong cinema and they were not able to contact each other. Ask Ss what Phuc and Nick decide on the phone about how they would try it again this Sunday afternoon.

Write ‘2.30.p.m. show’ and ‘4.15.pm. show’ on the board. Ask Ss if they remember which show Phuc and Nick chose and why.

Play the recording and ask Ss to answer the two questions.

Then draw Ss’ attention to the Review box. Write different times of the day on the board (e.g. 7 a.m., 10 a.m., 12 p.m., ect.) and ask Ss to work in pairs to tell each other what they will be doing at these times tomorrow.

Practice(20’)

2. Complete the sentences with the future continuous.

Draw Ss’ attention to the Look out! box. Then ask them to underline the specific time expression in each item. Ss work individually then on pairs to compare their answers.

3. Look at the years provided. Work in groups to predict when the following may happen in the future. Then compare your answers with other groups.

Have Ss work in groups to decide which year to put in the gaps. Then go through each sentence with Ss, asking each group to call out their choice. If there is any difference in the answers among the groups, ask them for an explanation for their particular choice.

Verb + to – infinitive

4. Look at the conversation in GETTING STARTED again and write down all the verbs that are followed by to – infinitive that you can find.

Verb + to – infinitive

If we want to follow a verb with another action, we must use either a gerund (Unit 1) or an infinitive.

Ss work individually to complete the task. Write on the board:

I also wanted to call you want to do something.

Ask some volunteers to write the rest on the board in a similar way.

Tell Ss to look at the watch out! box.

Provide the list of common verbs followed by to -infinitive. Ask Ss if they know any other verbs that are followed by to – infinitive.

Remind Ss that some verbs such as love, hate, prefer can be followed by both a gerund and to -infinitive.

If time allows, ask Ss to practice marking sentences with these verbs.

5. Choose the best answer.

Ss work individually then in pairs to compare their answers

Further practice(12’)

6.The dream list .Image we are in the year 2050. Work in pairs and select 3 ways of communication that you think will be most common .Then make the list longer by sharing your ideas with another pairs using full sentences.

Homework(3’):

Prepare for unit 10 lesson 4

Class work

Whole class

Grammar points:the future continuous tense

* The use:

We use the future continuous tense to express being in the process of doing something at a specific time in the future.

* Forms:

(+) Positive

Subject + will be + V-ing

(-) Negative

Subject + won’t be + V-ing

(?) Questions:

Will + subject + be + V-ing?

* Short answers to Yes/ No questions:

(+) Yes, subject + will.

(-) No, subject + won’t.

Ex:

Tonight at 8.30 p.m Mai will be watching TV at home.

Note: A specific time is often included when using the future continuous tense.

Ss work individually then on pairs to compare their answers.

Ss work in groups to decide which year to put in the gaps.

Group work.

Individual

Verbs + to- infinitive

If we want to follow a verb with another action, we must use either a gerund or an infinitive.

Ex: They want to see Superman this Sunday.

Some common verbs followed by to- infinitive:

- want, try, need, choose. Decide, love…..

Note: some verbs such as love, hate, prefer can be followed by both a gerund and to -infinitive.

Group work.

Individual

Work in pairs

Warm – up.( 5’): Chatting

Key:

1. He will be having his Vietnamese class

2. They will be watching a film at the cinema.

Key:

1. will he still be sleeping; will be studying 4. Will she be staying; will be writing

2. will be having 5. Will be playing

3. will be eating 6. Will be learning

Key:

1. c 2. b 3. a 4. c 5. a

Example:

We’ll be using video conferencing in every meeting

We’ll be using telepathy devices regularly

We’ll be using the interactive signs