Kế hoạch bài dạy Tiếng Anh Lớp 8 - Unit 12: Life on other planets - Nguyễn Thị Hường

Nội dung text: Kế hoạch bài dạy Tiếng Anh Lớp 8 - Unit 12: Life on other planets - Nguyễn Thị Hường

1. Trường: THCS Liờn Giang Họ & tờn GV: Nguyễn Thị Hường Tổ: Khoa học xó hội Mụn: Tiếng anh 8 Thời gian thực hiện: (Tuần 33; 03 tiết) Period 1 UNIT 12: LIFE ON OTHER PLANETS Lesson 4: Communication I. Class level/Students’ level: Pre-intermediate/ Intermediate II. Objectives: 1. Main skill focus: Speaking skill 2. Intergrated skills: Listening and reading 3. Educational objectives: a. Language skills: By the end of the lesson, students will be able to: - express uncertainty - talk about the planet b. Attitudes: The lesson aims to educate Ss about respecting the Earth and other planets 4. Social skills: Self-studying, discussing, co-operating, presenting III. Teaching aids: Computer connected to the internet/ TV/ Pictures, cards/ projector/ hoclieu.vn IV. Procedures: Teacher’s activity Ss’activity Notes Activity1: Warm-up (5’) Chatting To revise the old - Asks some questions and Ss lesson and answers them. Suggested answers: introduce Do you think the Viet Nam football the new I don’t know yet. team may take part in the World lesson. Cup? I don’t think so. Do you think we can have anywhere-door in the future? - Gives some answers by using express uncertainty. To lead in
2. Lead in: the lesson. We are going to learn how to express uncertainty and talk about the planet. Activity2:Every day English (15’) Task 1: Listen and read the 1. To conversations. Pay attention to introduce to Nick: Do you think Mars may the highlighted sentences. Ss how to support life? express - Plays the recording for Ss to listen Mark: I’m not sure about it. uncertainty. and read the two dialogues at the Scientists are trying to find life same time. - Asks Ss to there. pay attention to the questions and answers. 2. - Has Ss practise the dialogue in Mary: Do you think Ann will win pairs. tomorrow? - Calls on some pairs to practise the Tommy: I doubt it. She injured her dialogue in front of the class. arm in a match last week. Task 2: Work in pairs. Make similar conversations with the following situations. To have Ss practise the - Asks Ss to work in pairs to make conversation similar dialogues with the given - Work in pairs. of situations. Suggested answers: expressing - Moves around to observe and uncertainty. provide help. 1. - Calls on some pairs to practise in A: Do you think Mars may have front of the class. water? - Comments on their performance. B: I’m not sure about it. We haven’t seen water here yet. 2. A: Do you think will get good marks on the English test?
3. B: I doubt it. She/ he is lazy. 3. A: Do you think the weather will be fine tomorrow? B: It’s very unlikely. It’s raining today. Activity 3: Three planets in the solar system (15’) Task 3: Read the information below and answer the questions that follow. - Work individually. To provide - Has Ss read the instructions to practice understand what they are going to Answer key: with do. Reminds them that they have to answering read the questions and underline the 1. (They are) Mercury and Venus. about three key words first and then read the 2. (It is) Venus. planets in text to scan for the necessary the solar information to help them answer 3. (It is) Mercury. system. the questions. 4. (It is) Venus. - Sest a time limit for Ss to read the 5. (It is) Jupiter. text and answer the questions. After that, gets them to swap answers in pairs. Goes around and offer help, if necessary. - Checks the answers.. Task 4: Work in pairs. Discuss and match the three planets in 3 with the pictures (1 - 3) below. - Has Ss work in pairs. They discuss to match the three planets in Activity 3 with the pictures given. Reminds Ss to use the - Work in pairs. information given in Activity 3 or
4. their own knowledge. Answer key: - Lets Ss work in pairs to compare 1. Venus their answers before sharing the 2. Mercury answers. - Checks and confirms the correct answers. 3. Jupiter Activity 4: Application/Further practice/Production (7’) Task 5: Work in groups. Take To turns to talk about one of the encourage three planets in 3 students to share what - Gives sts some sentences that they they know can use for introducing the topic about such as: - Work in groups. English- Today, I would like to tell you speaking about Example: countries with the In my talk, I’ll tell you about .. I would like to tell you about Mercury. class Today I’m going to talk about .. It is the smallest planet. What I’d like to present to you today is .. Suggested answers: - I would like to tell you about - Has Ss work in groups, taking Mercury. It is the smallest planet. turns to talk about one of the three planets in Activity 4. Goes round to It is the closest planet to the sun, observe. Encourage Ss to say as and it doesn’t have any moons. It is hot in the daytime but very cold many sentences as possible. Asks at night. Mercury doesn’t have an Ss not to stop their group members atmosphere so there is no wind or while they are speaking in order to weather. correct their errors. In my talk I’ll tell you about - Calls on some Ss to give their Jupiter. It is the largest planet with presentations about one of the three about 63 moons. It is the stormiest planets in front of the whole class. planet. Jupiter is the third - Invites comments on his or her brightest object in the night sky.
5. clarity, language, and fluency from other Ss. Activity 5: Wrap-up & Homework (3’) - Asks Ss to talk about what they - Work individually and answer. To have learnt and ticked the consolidate objectives they can do in the lesson. what Ss have learnt in the lesson. To prepare for the next - Gives feedback and homework. - Listen and take note. lesson. Redo tasks. * Self-evaluation: UNIT 12: LIFE ON OTHER PLANETS Lesson 5: Skills 1 I. Class level/Students’ level: Pre-intermediate/ Intermediate II. Objectives: 1. Main skill focus: Reading skill. 2. Intergrated skills: Speaking skill. 3. Educational objectives: a. Language skills: By the end of the lesson, students will be able to: - develop reading skill for general and specific information about the possibility of life on other planets - talk about the conditions needed for planets to support human life b. Attitudes: The lesson aims to educate Ss about respecting the Earth and other planets 4. Social skills: Self-studying, discussing, co-operating, presenting III. Teaching aids: Computer connected to the internet/ TV/ Pictures, cards/ projector/ hoclieu.vn IV. Procedures:
6. Teacher’s activity Ss’ activity Notes Activity 1: Warm-up (5’) Kim’s Game: What planets To create an are they? active - Asks students to watch a video about atmosphere in the introduction of planets and ask them the class to write the name of the planets. - Work in groups. before the (Ss watch the video and raise hands to lesson. answer the question.) - Confirms the answers and gives feedback. Lead in: To lead into In the lesson today, we are going to read the new and find some information about the lesson. possibility of life on other planets, talk about the conditions needed for planets to support human life. Activity 2: Reading (18’) Pre- reading To help Ss know new Vocabulary words. - Introduces the vocabulary by: - Look, listen, guess and + providing the pictures repeat. + eliciting the definition of the words 1. liquid (n) /ˈlɪkwɪd/:chất lỏng 2. temperature (n) /ˈtemprətʃə/:nhiệt độ 3. atmosphere (n) /ˈổtməsfɪə/ = air 4. gravity (n) /ˈɡrổvəti/:trọng lực, lực hỳt trỏi đất 5. habitable (adj) /ˈhổbɪtəbl/: cú thể ở
7. được, phự hợp để ở 6. promising (adj) /ˈprɒmɪsɪŋ/:đầy hứa hẹn, triển vọng 7. trace (n) /treɪs/:dấu hiệu, dấu vết, vết tớch Checks: Matching Task 1: Work in pairs. Discuss the following questions. - Asks Ss to work in pairs, discussing what they know about other planets, To prepare Ss whether they would like to live on with some another planet or not and why. - Work in pairs. general ideas - Asks some Ss to give their answers in before they front of the class. read - Asks some other questions about what science fiction they have seen lately. While- reading Task 2: Read the text and match the highlighted words in the text with their meanings. - Asks Ss to work in pairs to read the passage and find the highlighted words. - Has Ss read aloud the highlighted words. Corrects their pronunciation if needed. To help - Checks the answers. students read Task 3: Read the text again and - Work in pairs. to find some answer the following questions. Task words in Answer key: 3: Read the text again and answer the context, and following questions. 1. c their meaning. - Has Ss read the text in detail to answer 2. d the questions.
8. - Explains the strategies if necessary 3. a (e.g. reading the questions, underlining 4. e the key words in the questions, locating the key words in the text, and then 5. b To develop reading that part and answering the reading skill questions). for specific information. - Tells them to underline the parts of the passage that help them with the answers. Sets a strict time limit to ensure Ss read the text quickly. - Work individually. - Tells them to compare their answers in Answer key: pairs before giving the answers. Asks 1. Humans are still wondering them to give evidence when giving the what planets in outer space answers. might support life. 2. It needs to have the correct amount of air to hold an atmosphere around it. 3. Its gravity is not strong enough to hold an enough amount of air. 4. A day on Mars lasts for 24.5 hours. 5. Because it is too cold and lacks oxygen to support human life. Activity 3: Speaking (14’) Pre-Speaking To give students an Task 4: Work in pairs.Tick the boxes opportunity to show what conditions a planet to express needs to support human life. their own - Has Ss work individually, ticking what feelings about conditions they think a planet needs to - Work individually support
9. support human life. Suggested ideas: human life. - Asks them to share their answers with - The planet must experience their partners. Ss count how many at least two seasons. shared answers they have in common - The planet's temperature with their partners. must be suitable for humans to - Asks Ss to add other conditions that live on it. they think a planet needs to support life. - There must be enough - Has Ss work in groups to discuss and sources of energy on the make a list of other conditions that they planet. think a planet needs to support life. - The planet must be a - Calls on some Ss to read out their comfortable distance away answers. from a star. - Gives comments or invites comments - The planet must rotate on its from other Ss. axis and revolve. - The planet must hold an atmosphere. - The stars around the planet must be stable. - The planet must have carbon that is found in all living things. While- speaking Task 5: Work in groups. Take turns to talk about the conditions you think are required for a planet to support human life. Use the information in 4 and your own ideas. - Asks a strong student to model this activity in front of the class. - Has Ss work in groups taking turns to To provide an talk about what conditions they think a opportunity for students
10. planet needs to support human life. - Work in groups. to practise - Reminds Ss to use the ideas they have introducing to Example: prepared in Activity 4. Goes round to support observeand encourages Ss to say as There are some conditions human life. many sentences as possible. planets must have to support human life on them. First, the most important condition is that ... Activity 4: Post – reading & speaking (5’) - Allows students to give comments for - Work in pairs. To help some their friends and vote for the most Ss enhance interesting and informative presentation. presentation - Gives feedback and comments. skill. Activity 5: Wrap-up & homework (3’) - Asks Ss to talk about what they have - Work individually and To learnt in the lesson. answer. consolidate what Ss have learnt in the lesson. - Gives feedback and homework. - Listen and take note. To review the + Redo tasks. lesson that they have learnt. * Self-evaluation: UNIT 12: LIFE ON OTHER PLANETS Lesson 6: Skills 2 I. Class level/Students’ level: Pre-intermediate/ Intermediate II. Objectives: