Kế hoạch bài dạy Tiếng Anh 8 (Global Success) - Unit 3: Teenagers - Năm học 2023-2024 - Trường THCS Nguyễn Chuyên Mỹ

Nội dung tài liệu: Kế hoạch bài dạy Tiếng Anh 8 (Global Success) - Unit 3: Teenagers - Năm học 2023-2024 - Trường THCS Nguyễn Chuyên Mỹ

1. Period : 16 UNIT 3: TEENAGERS Lesson 1: Getting started - It’s great to see you again! P28-29 Class Date of planning Date of teaching Attendence 8A 29/9/2023 11/10/2023 I. OBJECTIVES: * By the end of this unit, students will be able to: - Gain an overview about the topic Teenagers - Gain vocabulary to talk about teenagers. 1. Knowledge: + Vocabulary: forum (n), stress (n), stressful (adj), pressure (n), user-friendly (adj), midterm (adj). + Language: Simple sentences and compound senctences + Pronunciation: Sounds: /ʊə/ and /ɔɪ/. 2. Competence: a) General competencies: - By the end of the lesson students will be able to know the form and use Simple sentences and compound senctences. - Develop communication skills and creativity. - Be collaborative and supportive in pair work and teamwork. - Actively join in class activities. b) Specific competencies: - Group work and independent working, pair work, linguistic competence, cooperative learning and communicative competence. - Ability of using Present Simple Tense, some popular verbs of liking. - Sts can introduce themselves or one another fluently 3. Qualities: - Show their sympathy with friends and responsibility for themselves talking about teenagers and their problems. Having benefits of their hobbies in daily life. Ss have the good attitude to working in groups, individual work, pair work, cooperative learning. II. PREPARATIONS Teacher: Grade 8 textbook, laptop, TV, pictures and realia, Computer connected to the Internet. Phần mềm tương tác hoclieu.vn Students: Text books, pencils, pics, blank papers, realia, . III. PROCEDURE 1. WARM-UP (5’-IW,PW) a. Aim: - To create an active atmosphere in the class before the lesson; - To review the previous unit; - To lead into the new unit. - Review the previous unit before Ss open their books: b. Content: - Have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the new class. c. Product: - Having a chance to speak English and focus on the topic of the lesson. d. Implementation: TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS Game: I.N.I.T.I.A.L GAME Step 1: Task delivering - T divides the class into 2 teams. - T shows 9 different pictures.
2. - Students are shown different pictures and they need to take the first letter from each picture to form the mystery word. - Which team finds the mystery word first will become the winner. Step 2: Task performance - Ss’ observation. Step 3: Report and discussion - Questions & answers Step 4: Judgement Mystery word: TEENAGERS - T leads to the new unit. Write the unit title Teenagers on the board. Ask Ss to guess what they are going to learn about in this unit. 2. KNOWLEDGE FORMATION (10’-IW, PW, GW) a. Aim: - To set the context for the introductory dialogue; - To introduce the topic of the unit. b. Content: - Vocabulary pre-teaching c. Product: - Know more new words. - Understand the conversation; topic of the lesson, d. Implementation: Vocabulary pre-teaching. * Vocabulary: Step 1: Task delivering 1. forum (n) - Teacher introduces the vocabulary. 2. stress (n) - Teacher explains the meaning of the new vocabulary by 3. stressful (adj) pictures. 4. pressure (n) Step 2: Task performance 5. user-friendly (adj) - Ss’ observation. 6. midterm (adj) - Teacher reveals that these six words will appear in the reading text. Step 3: Report and discussion - Questions & answers - asks students to open their textbooks to discover further. Step 4: Judgement 3. PRACTICE (20’-IW, PW, GW) a. Aim: - To help Ss read for specific information about the class meeting. - To help Ss learn words and phrases related to different school clubs; - To help Ss further understand the text. b. Content: - Task 1: Listen and read. - Task 2: Read the conversation again and tick T (True) or F (False) for each sentence. - Task 3: Write a word or phrase from the box under the correct picture. - Task 4: Complete each of the sentences with a word or phrase in 3. There is one extra word or phrase. c. Product: - Know more new words about school clubs, understand the conversation; topic of the lesson d. Implementation: Task 1: Listen and read. 1: Listen and read. Student’s answers Observation
3. Suggested answers: - They are teacher and students. - They are in a class meeting. - They are discussing their class forum, club activities to participate in, and their problems. Step 1: Task delivering - Teacher asks Ss to look at the pictures in the book and answer the questions. Questions: - Who are the people? - What might they be talking about? Step 2: Task performance - Ss answer the questions in pairs. - Teacher plays the recording twice. Step 3: Report and discussion - Ss listen and read. Step 4: Judgement 2: Read the conversation again and - Teacher checks Ss’ prediction. T calls 4 Ss to read the tick T (True) or F (False) for each conversation aloud in pairs. sentence. Task 2: Read the conversation again and tick T (True) Answer key: or F (False) for each sentence. 1. F Step 1: Task delivering 2. T - Ask Ss to work in pairs to read the conversation again. 3. T Step 2: Task performance 4. F - Student’s observation 5. T - Ss underline the key words and phrases in the statements. Step 3: Report and discussion - Have pairs work together for one or two minutes to do the task. - Ss read out the statements and say if the statements are true or false. Step 4: Judgement - Make sure they pronounce the words correctly. - Teacher checks the answers as a class and gives 3: Write a word or phrase from the feedback. box under the correct picture. Task 3: Write a word or phrase from the box under the Answer key: correct picture. 1. language club Step 1: Task delivering 2. pressure - Ask Ss to work in pairs to match the pictures with the 3. arts and crafts club words or phrases. 4. forum Step 2: Task performance 5. sports club - Student’s answers 6. chess club - Observation Step 3: Report and discussion - Ask Ss to say the words / phrases aloud. - Make sure they pronounce the words and phrases correctly. Step 4: Judgement 4: Complete each of the sentences - Teacher checks the answers as a class and gives with a word or phrase in 3. There is feedback. one extra word or phrase. Task 4: Complete each of the sentences with a word or Answer key:
4. phrase in 3. There is one extra word or phrase. 1. arts and crafts club Step 1: Task delivering 2. forum - Ask Ss to work independently to complete each sentence 3. language club with a word or phrase in 3. 4. pressure Step 2: Task performance 5. sports club - Student’s answers - Observation Step 3: Report and discussion - Allow Ss to refer to the pictures, the words and phrases in 3, and the conversation if needed. Step 4: Judgement - Check the answers as a class. - Ask several Ss to read aloud the full sentences. Correct Ss’ pronunciation if needed. 4. APPLICATION (5’-IW, PW, GW) a. Aim: - To help Ss practise asking and answering questions for more information about their peers, and reporting information they have gathered; - To create a fun atmosphere in the class. b. Content: - Task 5: Ask and answer the questions below. Report your friend’s answers to the class. c. Product: - Ss can report their friend’s answers about types of social media, kinds of pressure and clubs to the class. d. Implementation: Task 5: Ask and answer the questions below. Report your friend’s answers to the class. Step 1: Task delivering - Ask Ss to work in pairs to ask and answer questions. Students’ talk Questions: Observation 1. What types of social media do you have? 2. What kind of pressure do you have? 3. What clubs do you participate in? 4. Why do you choose to participate in that club? Step 2: Task performance - Encourage Ss to provide their partners with as much information as possible, using vocabulary they have learnt when they answer the questions. Step 3: Report and discussion - Ask some Ss to report information about their partners. - Ask Ss to add any other issues relevant to teenagers which are not mentioned in the conversation. - Ask Ss to name several school clubs, pressure, and social media. Step 4: Judgement * Home assignment - T assigns the homework. - Ss copy their homework. * Home assignment - T explains it carefully. - Name a list of school clubs and pressures. - Do exercises in the workbook. - Start preparing for the Project of the unit:
5. - Teacher randomly puts Ss in groups of 4 or 5 and asks them to brainstorm about the club they would like to have at school and make a poster about it. Students will show and present their posters in Lesson 7 – Looking back and Project. (Teacher should check the progress of students’ preparation after each lesson.) V. FEEDBACK: With 8A . ..
6. Period :17 UNIT 3: TEENAGERS Lesson 2: A closer look 1 P30 Class Date of planning Date of teaching Attendence 8A 29/9/2023 12/10/2023 I. OBJECTIVES: * By the end of this unit, students will be able to: - Identify the combination of some verbs and verb phrases that are often used when teens talk about using social media. - Distinguish two sounds /ʊə/ and /ɔɪ/ correctly. 1. Knowledge: + Vocabulary: upload (v), browse (v), notification (n), log on to (v), check (n), account, + Language: Simple sentences and compound senctences + Pronunciation: Sounds: /ʊə/ and /ɔɪ/. 2. Competence: a) General competencies: - By the end of the lesson students will be able to know the form and use Simple sentences and compound senctences. - Develop communication skills and creativity. - Be collaborative and supportive in pair work and teamwork. - Actively join in class activities. b) Specific competencies: - Group work and independent working, pair work, linguistic competence, cooperative learning and communicative competence. - Sts can introduce themselves or one another fluently. 3. Qualities: - Show their sympathy with friends and responsibility for themselves talking about teenagers and their problems. Having benefits of their hobbies in daily life. Ss have the good attitude to working in groups, individual work, pair work, cooperative learning. II. PREPARATIONS Teacher: Grade 8 textbook, laptop, TV, pictures and realia, Computer connected to the Internet. Phần mềm tương tác hoclieu.vn Students: Text books, pencils, pics, blank papers, realia, . III. PROCEDURE 1. WARM-UP (5’-IW, PW, GW) a. Aim: - To create an active atmosphere in the class before the lesson; b. Content: - Have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the new class. c. Product: - Having a chance to speak English and focus on the topic of the lesson. d. Implementation: TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS Game: Word puzzles Step 1: Task delivering - Give Ss a few minutes to play a game. Have Ss play in two groups. - Ask ss to find 6 meaningful words in the puzzles Step 2: Task performance - Observation - Questions & answers
7. - The team with the more correct answers wins. - T leads in the new lesson. Answer key: CHECK; POST; Step 3: Report and discussion WEBSITE; CLIP; PICTURE; Tell the class the word they find. CONNECT Step 4: Judgement - Check the answers as a class. - T checks Ss’ vocabulary and gives feedback. 2. KNOWLEDGE FORMATION (10’-IW,PW,GW) a. Aim: - To introduce some verbs and verb phrases that are often used when teens talk about using social media. - To allow Ss to use the learnt words in contexts. b. Content: - Vocabulary - Task 1: Circle the correct options to complete the phrases. c. Product: - Know more new verbs and verb phrases that are often used when teens talk about using social media. - Know how to use learned words/ phrases in context. d. Implementation: Vocabulary pre-teaching Step 1: Task delivering Vocabulary: - Teacher introduces the vocabulary. 1. upload (v) = to copy or move - Teacher explains the meaning of the new vocabulary by programs or information to a larger pictures. computer system or to the internet Step 2: Task performance 2. browse (v) = to look at things - Ss’ observation. / check over sth - Teacher reveals that these six words will appear in the 3. notifications (n) reading text. 4. log on (to) (v) 5. check (v) 6. account (n) Task 1: Circle the correct options to complete the 1: Circle the correct options to phrases. complete the phrases. Step 3: Report and discussion Answer key: - Have Ss read aloud the verbs and the word / phrases given. 1. A - Ask Ss to work in pairs to circle the correct options to 2. A complete the phrases. 3. B Step 4: Judgement 4. B - Explain the meaning of the new verb phrases by using 5. B pictures or synonyms or even their mother tongue - Invite Ss to take turns to read out their answers. Correct their pronunciation if needed. - Check the answers as a class. - T can also ask Ss to add more words / phrases to the verbs to make other phrases. This way, T can broaden Ss’ vocabulary if they are ready. 3. PRACTICE (25’-IW,PW,GW) a. Aim: - To introduce some verbs and verb phrases that are often used when teens talk about using social media. - To allow Ss to use the learnt words in contexts. b. Content: - Task 2: Use the correct form of the verbs in 1 to complete the sentences.
8. - Task 3: Choose the correct answer A, B, or C. c. Product: - Know more new verbs and verb phrases that are often used when teens talk about using social media. - Know how to use learned words/ phrases in context. d. Implementation: Task 2: Use the correct form of the verbs in 1 to complete 2: Use the correct form of the the sentences. verbs in 1 to complete the Step 1: Task delivering sentences. - Ask Ss to work individually to complete each of the Answer key: sentences with a suitable verb from 1. 1. browsed Step 2: Task performance 2. uploaded - Student’s answers 3. connects - Observation. 4. checked Step 3: Report and discussion 5. logs on - Check the answers as a class. - Have some Ss read aloud the complete sentences. Step 4: Judgement - Correct Ss’ pronunciation if necessary. 3: Choose the correct answer A, Task 3: Choose the correct answer A, B, or C. B, or C. Step 1: Task delivering Answer key: - T asks Ss to work individually. 1. B - Ss choose the correct answer for each sentence. 2. C Step 2: Task performance 3. A - Student’s answers 4. A - Observation. 5. B Step 3: Report and discussion - Ss swap their answers with their partners. Step 4: Judgement - T check the answers as a class. - T can also ask some Ss to read out their answers. Then have Ss read the sentences aloud as a class. Correct Ss’ pronunciation if necessary. 4. APPLICATION (10’-IW, PW, GW) a. Aim: - To help Ss identify how to pronounce the sounds /ʊə/ and /ɔɪ/; - To help Ss practise pronouncing the sounds /ʊə/ and /ɔɪ/ in context b. Contents: - Task 4: Listen and repeat the words. Pay attention to the sounds /ʊə/ and /ɔɪ/. Then put the words into the correct columns. - Task 5: Listen and practise the sentences. Underline the words with /ʊə/ and circle the words with /ɔɪ/. c. Product: - Pronouncing the sounds /ʊə/ and /ɔɪ/ correctly; d. Implementation: Task 4: Listen and repeat the words. Pay attention to the * PRONUNCIATION sounds /ʊə/ and /ɔɪ/. Then put the words into the correct 4: Listen and repeat the words. columns. Pay attention to the sounds /ʊə/ Step 1: Task delivering and /ɔɪ/. Then put the words into - Have Ss listen to the recording once first. Then ask Ss to the correct columns. read out the words. Student’s answers Step 2: Task performance Observation - Observation Answer key:
9. - Student’s answers /ʊə/: tourist, ensure, sure, Step 3: Report and discussion tournament - T play the recording for them to listen again. /ɔɪ/: boy, toy, avoid, choice - Ss repeat each word as a class, then as individuals. - Play the recording as many times as possible. Step 4: Judgement - Have Ss complete the task. 5: Listen and practise the - Check answers as a class. sentences. Underline the words Task 5: Listen and practise the sentences. Underline the with /ʊə/ and circle the words words with /ʊə/ and circle the words with /ɔɪ/. with /ɔɪ/. Step 1: Task delivering Answer key: - Have some Ss read the sentences first. 1. She is a noisy and curious girl. Step 2: Task performance 2. They joined a full-day city tour. - Ss’ observation 3. I found it enjoyable to watch the - Student’s answers tournament. Step 3: Report and discussion 4. She’ll record our voices during - Play the recording for Ss to listen to, then repeat each the interview. sentence after the recording. 5. He is not acting very mature and - Play the recording as many times as necessary. is starting to annoy me. - Ask them to underline the words with the sound /ʊə/ and circle the words with the sound /ɔɪ/. Step 4: Judgement - Check the answers as a class. - Call some Ss to read the sentences individually. Game: Slap the board Student’s answers - T writes on the board 15 words with the sounds /ʊə/ and /ɔɪ/. Observation - Teacher divides students into 2 teams. 15 words with the sounds /ʊə/ and - When T reads out word by word, one student will run to the /ɔɪ/: board and slap on the correct word with the correct sound. 1. noisy 9. mature - The team with more correct answers will be the winner. 2. toy 10. annoy - Students play the game. 3. tourist 11. voice - Teacher invites the winner to read aloud their sentences. 4. tour 12. enjoy - Teacher gives feedback. 5. avoid 13. tournament * Home assignment 6. sure 14. ensure - T assigns the homework. 7. boy 15. choice - Ss copy their homework. 8. soil - T explains it carefully * Home assignment - Learn by heart vocabulary - Practice pronounces the sounds /ʊə/ and /ɔɪ Prepare: A closer look 2 V. FEEDBACK: With 8A .. ..
10. Period : 18 UNIT 3: TEENAGERS Lesson 3: A closer look 2 P31-32 Class Date of planning Date of teaching Attendence 8A 29/9/2023 16./10/2023 I. OBJECTIVES: * By the end of this unit, students will be able to: - review the knowledge of simple sentences - distinguish between simple sentences and compound sentences - identify words that connect independent clauses - apply the coordinating conjunctions or conjunctive adverbs to combine two sentences 1. Knowledge: + Vocabulary: upload (v), browse (v), notification (n), log on to (v), check (n), account, + Language: Simple sentences and compound sentences (for, and, but, or, so/ however, therefore, otherwise) + Pronunciation: Sounds: /ʊə/ and /ɔɪ/. 2. Competence: a) General competencies: - By the end of the lesson students will be able to know the form and use Simple sentences and compound sentences. - Develop communication skills and creativity. - Be collaborative and supportive in pair work and teamwork. - Actively join in class activities. b) Specific competencies: - Group work and independent working, pair work, linguistic competence, cooperative learning and communicative competence. - Sts can introduce themselves or one another fluently. 3. Qualities: - Raise ss’ awareness of social media. Have a good attitude to school pressure. Show their sympathy with friends and responsibility for themselves talking about teenagers and their problems. Ss have the good attitude to working in groups, individual work, pair work, cooperative learning. II. PREPARATIONS Teacher: Grade 8 textbook, laptop, TV, pictures and realia, Computer connected to the Internet. Phần mềm tương tác hoclieu.vn Students: Text books, pencils, pics, blank papers, realia, . III. PROCEDURE 1. WARM-UP (7’-IW,PW,GW) a. Aim: - To create an active atmosphere in the class before the lesson; b. Content: - Game: Board race c. Product: - Having a chance to speak English and focus on the topic of the lesson. d. Implementation: TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS Game: BOARD RACE Observation Step 1: Task delivering Questions & answers - Give Ss a few minutes to revise the simple 1. She is a noisy and curious girl. sentences. 2. They joined a full-day city tour.
11. 3. I found it enjoyable to watch the Step 2: Task performance tournament. - Ss work in two teams. 4. She’ll record our voices during the - Ss receive slips of paper with simple sentences or interview. compound sentences. 5. Minh has some problems with his Step 3: Report and discussion schoolwork. - Pick out all the simple sentences and run as fast as 6. Mark is hard-working; therefore, he possible to stick them on the board, usually gets high scores on exams. - Underline the subjects and circle the verbs of those 7. Mai bought many books, for she likes simple sentences. reading. - The team with the more correct answers will be the 8. He is a club member, but he never winner participates in any of the activities. Step 4: Judgement + Ask each team to read out loud the sentences they have selected. Correct their pronunciation if necessary. + The team with the most correct sentences wins. - Ask Ss to look at A CLOSER LOOK 2 on page 31. 2. KNOWLEDGE FORMATION ACTIVITIES (10 minutes) a. Aim: - To review Ss’ knowledge of the simple sentences. - To raise Ss’ awareness of the simple sentences and compound sentences. b. Content: - Review simple sentences - Learn how a compound sentence is formed and conjunctions c. Product: - Recall the form of the simple sentences - Know how a compound sentence is made up. - Know some coordinating conjunctions and conjunctive adverbs. d. Implementation: Step 1: Task delivering Grammar: Simple sentences and - T gives 2 sentences and asks ss to find their subject compound sentences. and verb. Student’s notes - Ask them to check how many subjects and verbs are Observation in each of the sentences. Eg1: Minh has some problems with his Step 2: Task performance S V - Tell them to read the Remember! box in pairs before Schoolwork. giving further explanation. - Then T explains to ss what a simple sentence or a Eg2: Mark is hard-working; therefore, compound sentence is. S1 V1 connectors Step 3: Report and discussion he usually gets high scores on exams. - Ss underline the two independent clauses in Eg 2, S2 V2 circle the words in between the two independent * A simple sentence is made up of one clauses. Tell them that there are words other than and independent clause. and but we use to connect two independent clauses in * A compound sentence is made up of compound sentences. two or more independent clauses Step 4: Judgement * Connectors - Ask Ss to read aloud as a class the words for, and, - coordinating conjunctions: for, and, but, but, or, so, however, therefore, otherwise. or, so - Explain the meanings of these words if necessary. Tell - conjunctive adverbs: however, Ss that they can also call these words connectors. therefore, otherwise. - Remind Ss to use a semicolon (;) before however, therefore, and otherwise, and the other connectors are followed by a comma (,)
12. 3. PRACTICE ACTIVITIES (20’ - IW, PW, GW) a. Aim: - To review Ss’ knowledge of simple sentences. - To raise Ss’ awareness of simple sentences and compound sentences. - To help Ss distinguish between words that connect independent clauses. b. Content: - Task 1: Tick the simple sentences. - Task 2: Write S for simple sentences and C for compound sentences. - Task 3: Choose the correct answer A, B, or C. - Task 4: Combine the two sentences to make compound sentences, using the words from the box. c. Product: - Recall the form of the simple sentences - Know the differences between simple sentences and compound sentences. - Know the differences between words that connect independent clauses. d. Implementation: Task 1: Tick the simple sentences. 1: Tick the simple sentences. Step 1: Task delivering Student’s answers - Ask Ss to work individually to tick the simple Observation sentences. Answer key: 1, 2, 4 Step 2: Task performance - Ask Ss to take turns to give their answers. Step 3: Report and discussion - Ask several Ss to read aloud the full sentences. - Then T asks some Ss to underline the subjects and circle the verbs of simple sentences. Step 4: Judgement - Check the answers as a class. - Correct their pronunciation if necessary. Task 2: Write S for simple sentences and C for 2: Write S for simple sentences and C compound sentences. for compound sentences. Step 1: Task delivering Student’s answers - Have Ss work in pairs to write S for simple sentences Observation and C for compound sentences. Answer key: Step 2: Task performance 1. S - Ask some Ss to read out the sentences and say S or 2. S C. 3. C Step 3: Report and discussion 4. S - Correct their pronunciation mistakes if necessary. 5. C Step 4: Judgement - Check the answers as a class. Task 3: Choose the correct answer A, B, or C. 3: Choose the correct answer A, B, or Step 1: Task delivering C. - Have Ss work individually to choose the correct Answer key: answer A, B, or C. 1. C - Remind them of the meanings of the connectors and 2. B the punctuation (the comma and semicolon) for 3. A the connectors. 4. A Step 2: Task performance 5. C - Ask some Ss to read out the complete sentences. - Check the answers as a class. Task 4: Combine the two sentences to make 4: Combine the two sentences to make compound sentences, using the words from the box. compound sentences, using the words
13. from the box. Step 1: Task delivering Answer key: - Have Ss work in groups of four for five minutes. 1. Phong has to study harder; otherwise, Step 2: Task performance he may fail the exam. - Write on their posters complete compound sentences 2. She is very sensitive, so don’t using the words in the box. comment on her new hairstyle. / She is - Remind them to use commas and semicolons when very sensitive; therefore, don’t comment necessary. on her new hairstyle. Step 3: Report and discussion 3. Mi wants to have more friends, but she - Ss swap answers with other groups. doesn’t connect well with others. - Have the class read out the sentences. 4. Students can work in groups, or they Step 4: Judgement can work in pairs. - Check the answers as a class. 5. My friend likes showing off her new - Correct their spelling and grammar mistakes when things; therefore, she often posts pictures necessary. on social media. / My friend likes showing off her new things, so she often posts pictures on social media. 4. APPLICATION (5’-IW, PW, GW) a. Aim: - To enable Ss to make compound sentences correctly. b. Content: - Task 5. GAME: Which group has the most sentences? c. Product: - Students are able to make compound sentences correctly. d. Implementation: Task 5. GAME: Which group has the most 5. GAME: Which group has the most sentences? sentences? Work in groups. Each group makes as many Student’s answers compound sentences as possible. The group with the Observation most correct sentence is the winner. Step 1: Task delivering - Instruct Ss to play the game in groups. - Have Ss work for two minutes to write compound sentences using given words on their strips of paper (the words on the slips of paper given to Ss can be for, and, but, or, so, however, therefore, otherwise). Step 2: Task performance T may instruct Ss to write their compound sentences on A1-size paper. Step 3: Report and discussion - Invite groups to read out their compound sentences or to stick the A2-size paper with compound sentences they have written on the board. Step 4: Judgement - Check the answers as a class. - Correct their spelling and grammar mistakes when necessary. - The group with the most correct sentences is the winner. * Home assignment * Home assignment - T assigns the homework. - Practice the grammar point - Ss copy their homework. - Prepare: Communication - T explains it carefully
14. Period : 19 UNIT 3: TEENAGERS Lesson 4: Communication P32-33 Class Date of planning Date of teaching Attendence 8A 29/9/2023 18/10/2023 I. OBJECTIVES: * By the end of this unit, students will be able to: - Identify how to make requests in English. - Understand some everyday English phrases and expressions about the different social media that are popular among teens, how often and what they use these media for. - Practise reading for specific information. 1. Knowledge: + Vocabulary: upload (v), browse (v), notification (n), log on to (v), check (n), account, + Language: Making requests: - Can you , please? - Could you (, please)? + Pronunciation: Sounds: /ʊə/ and /ɔɪ/. 2. Competence: a) General competencies: - By the end of the lesson students will be able to know to Make requests. - Develop communication skills and creativity. - Be collaborative and supportive in pair work and teamwork. - Actively join in class activities. b) Specific competencies: - Group work and independent working, pair work, linguistic competence, cooperative learning and communicative competence. - Sts can introduce themselves or one another fluently. 3. Qualities: - Raise ss’ awareness of social media popular among teens; Have a good attitude when making polite requests. Show their sympathy with friends and responsibility for themselves talking about teenagers and their problems. Ss have the good attitude to working in groups, individual work, pair work, cooperative learning. II. PREPARATIONS Teacher: Grade 8 textbook, laptop, TV, pictures and realia, Computer connected to the Internet. Phần mềm tương tác hoclieu.vn Students: Text books, pencils, pics, blank papers, realia, . III. PROCEDURE 1. WARM-UP (7’-IW,PW,GW) a. Aim: - To create an active atmosphere in the class before the lesson; b. Content: - Chatting between teacher and students c. Product: - Have a chance to speak English and focus on the topic of the lesson. d. Implementation: TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS Chatting: Suggested answers: Step 1: Task delivering - Can/ Could you pass me the - T asks ss some questions: pen? + What do you say when you want sb to pass you a pen? - Can/ Could you tell me more + What do you say when you want sb to tell you more about about the music club? the music club?
15. + What will we do if we want to politely ask somebody to do sth? Step 2: Task performance - Ss’ observation Step 3: Report and discussion - Questions & answers Step 4: Judgement - T leads in the new lesson: If we want to politely ask somebody to do sth, we make requests. There are two ways of making requests that we will learn in Lesson 4. Communication. - Ask Ss to look at COMMUNICATION on page 32. 2. KNOWLEDGE FORMATION (15’-IW, PW, GW) a. Aim: - To introduce two ways to make requests - To help Ss practise making requests. b. Content: - Task 1: Listen and read the dialogue below. Pay attention to the highlighted sentences. - Task 2: Work in pairs. Make similar conservations, using the cues below. c. Product: - Know two ways of making requests. d. Implementation: Task 1: Listen and read the dialogue below. Pay attention * EVERYDAY ENGLISH to the highlighted sentences. 1: Listen and read the dialogue Step 1: Task delivering below. Pay attention to the - Play the recording. highlighted sentences. - Ss listen and read the dialogue between a student and a 1. Can you tell me more about the school club leader. music club, please? Step 2: Task performance 2. Could you show me the way to - Ss’ observation the college, please? - Ss pay attention to the highlighted sentences. Step 3: Report and discussion - Emphasise the ways to make requests (in the contents column). - Tell Ss that Can you and Could you are similar in meaning, and only different in the degree of formality. Could you is more formal than Can you. Step 4: Judgement - Have Ss practise the dialogue. - Check the answers as a class. Task 2: Work in pairs. Make similar conservations, using 2: Work in pairs. Make similar the cues below. conservations, using the cues - Ask Ss to work in pairs to make similar dialogues. below. - Tell them to use the contexts given and the sample requests. Observation - Give feedback on their dialogues. Questions & answers Can you lend me your book that you finished reading, please? - Request some advice on how to do your science project. Could you tell me how to start a science project?
16. * SOCIAL MEDIA POPULAR AMONG TEENS (25 mins) Task 3: Read some posts on a forum about different social 3: Read some posts on a forum media and match the names of the posters with their about different social media and activities. match the names of the posters with their activities. Answer key: Ann: 2 Tom: 4,5 Trang: 1 Nam: 3 Step 1: Task delivering - Ask some Ss to read the posts aloud. - Ss work in pairs to read the posts to match the name of the four teenagers and their activities (1 - 5). Step 2: Task performance - Student’s observation - Ask some pairs to read out their answers. Step 3: Report and discussion - Some Ss to retell information from the posts or to role-play a conversation. Step 4: Judgement - Check the answers as a class. - Correct if necessary. Task 4: Work in pairs. Ask and answer questions about 4: Work in pairs. Ask and what social media the teens in 3 use, why, and how often answer questions about what they use them. social media the teens in 3 use, - Have Ss work in pairs to ask and answer questions about why, and how often they use which social media each of the four teenagers uses, what for them. and how often they use the media. Model dialogue: - Ask them to follow the example in the Student’s Book. Tom: What social media does Ann - Invite some pairs to role-play, asking and answering use? questions in front of the class. Correct any grammar or Nam: She uses YouTube. pronunciation mistakes if necessary. Tom: What does she use it for? Nam: She uploads her videos and watches other people’s videos. Tom: How often does she use it? Nam: Every day. 4. APPLICATION (7’-IW,PW,GW) a. Aim: - To help Ss practise asking and answering questions about which social media teens often use, how often and why they use these media. b. Content: - Task 5: Work in groups. Discuss the following questions and then report your group’s result to the class. - Home Assignment. c. Product: - Ss practise reading for specific information. - Ss are able to about which social media they often use, how often and why they use these media. - Take note home assignment. d. Implementation:
17. Task 5: Work in groups. Discuss the following questions and then report your group’s result to the class. Student’s answers Step 1: Task delivering Observation - Have Ss work in groups. - Discuss the answers to the three questions about social 1. What social media do you use? media. 2. How often do you use it? Step 2: Task performance 3. What do you use social media - T tells them that they can give more than one reason to for? explain their choice. Step 3: Report and discussion - Ask them to use the information from the posts in 3 as cues. - Invite group representatives to report their group’s answers. Step 4: Judgement - Check the answers as a class. - Correct if necessary. * Home assignment * Home assignment - Practice making requests and list - T assigns the homework. some popular social media among - Ss copy their homework. teens. - T explains it carefully - Prepare: Skills 1 V. FEEDBACK: With 8A .. ..
18. Period :20 UNIT 3: TEENAGERS Lesson 5: Skills 1 P33-34 Class Date of planning Date of teaching Attendence 8A 29/9/2023 19/10/2023 I. OBJECTIVES: * By the end of this unit, students will be able to: - Recognise reading skills for specific information and general information about school clubs. - Remember the lexical items related to school clubs. - Recognise how to make a conversation to ask and answer about school clubs 1. Knowledge: + Vocabulary: concentrate (v), craft (n), focused (adj), beforehand (adv), practical (adj). + Language: Making requests: - Can you , please? - Could you (, please)? + Pronunciation: Sounds: /ʊə/ and /ɔɪ/. 2. Competence: a) General competencies: - By the end of the lesson students will be able to know to make requests. - Develop communication skills and creativity. - Be collaborative and supportive in pair work and teamwork. - Actively join in class activities. b) Specific competencies: - Group work and independent working, pair work, linguistic competence, cooperative learning and communicative competence. - Sts can introduce themselves or one another fluently. 3. Qualities: - Raise ss’ awareness of social media popular among teens; Have a good attitude when making polite requests. Show their sympathy with friends and responsibility for themselves talking about teenagers and their problems. Ss have the good attitude to working in groups, individual work, pair work, cooperative learning. II. PREPARATIONS Teacher: Grade 8 textbook, laptop, TV, pictures and realia, Computer connected to the Internet. Phần mềm tương tác hoclieu.vn Students: Text books, pencils, pics, blank papers, realia, . III. PROCEDURE 1. WARM-UP (5’-IW, PW, GW) a. Aim: - To create an active atmosphere in the class before the lesson - To remind Ss of some activities and school clubs teens often take part in b. Content: - Brainstorming - Pictures describing c. Product: - Be able to speak English and focus on the topic of the lesson. d. Implementation: TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS Brainstorming (Task 1) Observation Questions & answers Suggested answers: - Badminton/ basketball club, English club, chess club, arts club,
19. football club, - 2 clubs in the pictures: Chess club, arts and craft club Step 1: Task delivering - Ask Ss to list school clubs teens often take part in. - Have the class work in pairs to describe the pictures and say what club the teenagers in the pictures are taking part in. Step 2: Task performance - Student’s observation - Ask some pairs to read out their answers. Step 3: Report and discussion - Ss discuss the reasons they want to join a school club like these. Step 4: Judgement - Ask Ss to look at SKILLS 1 on page 33. 2. KNOWLEDGE FORMATION (5’ - IW) a. Aim: - To introduce some new words and set the context for the reading b. Content: - Vocabulary pre-teaching c. Product: - Know more new words d. Implementation: Vocabulary pre-teaching * Vocabulary: Step 1: Task delivering 1. concentrate (v) - Teacher introduces the vocabulary. 2. focused (adj) Step 2: Task performance 3. craft (n) - Student’s observation 4. beforehand (adv) Step 3: Report and discussion 5. practical (adj) - Teacher explains the meaning of the new vocabulary by pictures. - Teacher reveals that these five words will appear in the reading text and asks students to open their textbook to discover further. Step 4: Judgement - Check the answers as a class. - Correct if necessary. 3. PRACTICE (20’- IW, PW, GW) a. Aim: - To improve Ss’ skill of reading for general information and details. b. Content: - Task 2: Read the conversation and tick T (True) or F (False) for each sentence. - Task 3: Read the conversation again and choose the correct answer A, B, or C. c. Product: Know more new words d. Implementation: * WHILE-READING READING Task 2: Read the conversation and tick T (True) or F 2: Read the conversation and tick (False) for each sentence. T (True) or F (False) for each Step 1: Task delivering sentence. - Ask Ss to work individually to read the conversation and to decide if the statements below the conversation are true or Student’s answers
20. false. Observation Step 2: Task performance Answer key: - Ss read and tick T (True) or F (False). 1. T - Ask Ss to underline the evidence to support each 2. T statement. 3. F: when he was five => 5 years Step 3: Report and discussion ago - Ss work in pairs to swap answers or to check answers 4. T together. - Some Ss to read out loud the statements and say true or false. Ss show the parts in the reading where they found the answers. Step 4: Judgement - Check the answers as a class. - Correct if necessary. Task 3: Read the conversation again and choose the 3: Read the conversation again and correct answer A, B, or C. choose the correct answer A, B, or Step 1: Task delivering C. - Have Ss work individually for seven minutes. Student’s answers - Circle the correct answers. Observation Step 2: Task performance Answer key: - Remind them to underline the keywords in the questions 1. B and the evidence for the answers. 2. C - Ask Ss to take turns giving the answers. 3. B Step 3: Report and discussion 4. B Ask them to show the parts in the reading where they found 5. C the answers. Step 4: Judgement - Check the answers as a class. - Correct if necessary. 4. APPLICATION (15’ - IW, PW, GW) a. Aim: - To help Ss practise asking and answering questions for information about school clubs; - To give Ss an opportunity to practise explaining their reasons or the benefits they gain. b. Content: - Practise asking and answering questions for information about school clubs; - Practise explaining their reasons or the benefits they gain. c. Product: - Speak about school clubs - Know the benefits of school clubs and talk about them. d. Implementation: * POST-READING (SPEAKING) Task 4: Work in pairs. Make conversations using the 4: Work in pairs. Make given information conversations using the given Step 1: Task delivering information. - Have Ss work in pairs to ask and answer questions about Suggested questions: the guitar club and painting club. - What time does the club meet? Step 2: Task performance - Where does it meet? - Student’s observation - How can I contact the club? / What - Student’s answers is the contact number of the club? Step 3: Report and discussion - Who will coach the club? - Assist Ss to make questions when necessary. - What are the benefits you get when - Ask them to practise giving some benefits / reasons. you join the club? / Why do you want