Giáo án môn Tiếng Anh Lớp 8 - Học kì 2 - Trương Công Nghiệp

Date of planning: 25/12/2011 
Date of teaching: 3/1/2012 
 Period: 55	 Unit 9: A first - aid course 
	 Lesson 1: 	-Getting started
	 	-Listen and read
I. Objectives: 
-By the end of the lesson, students will be able to know what they would do in the situations which require first aid. They read for details about the situations which require first aid.
-Structure: Future simple.
- Vocabulary: emergency; ambulance; wound; conscious
II. Teaching aids.
pictures on p. 80, cassette, gap fill chart, drawing
III. Teaching procedures: 1.Checking up: . 8B: 8C: 2.New lesson:
Sts’ and teacher’s activities
contents
1. Warm- up: Kim’s game
- Asks sts to open their books and look at the things on page 80 (for 20’’). Tells them these things are often used for first aid.
- Divides the class into 2 groups
- Asks sts to close their books and go to the board to write the names of the things they’ve just seen from memory (either English or Vietnamese)
- Tells them the group having the most right English words is the winner
- Has sts open their books again and go through the words in English.
- Asks sts to discuss and write down what they would do in these situations which require first aid.
- Calls on some groups to give their answers and corrects
2. Presentation:
1. Pre teach vocabulary:
- Uses the pictures / translations/ draw/ examples...to elicit the new words.
- T. reads model and gets sts to repeat.
- Sts copy in their books.
* Checking: Slap the board.
2. Gap- fill prediction:
- Hangs the chart with the paragraph on the board.
- Asks sts to predict the words in the gaps
- Calls on some sts to go to the board and writes their words
3. Practice:
- Sts open their books listen to the tape while reading the dialogue.
- Checks if sts’ predictions are right or not
3. Comprehension questions: 
- Asks sts to read the dialogue again and select the topics covered in the dialogue (page 81)
- Tells sts in groups to write their answers on the sheet of paper and hand in after finishing
- Collects sts’ papers and corrects
4. Production:
4. role play:
- sts work in pairs play the roles to demonstrate the dialogue.
5. Homework:
Answer key:
1. emergency room
2. sterile dressing: 
3. medicated oil: 
4. ice: 
5. water pack: 
6. alcohol: 
* Getting started: 
Possible answers: 
- A girl has a burn on her arm ( bÞ báng ë tay)
- A boy has a bad cut on his leg:
- A girl has a nose bleed:
- A boy has a bee sting:
* Listen and read: 
New words:
- emergency(n): t×nh tr¹ng cÊp cøu
- ambulance (n): xe cøu thư¬ng
- conscious (adj): tØnh t¸o
- wound (n): vÕt thư¬ng
bÊt tØnh
xe cøu th¬ng
vÕt th­¬ng
ca cÊp cøu
ch¶y m¸u
- There was an emergency at Lan’s school. A student...1........off her bike and hit 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.
Answer key: 
1. fell 2. conscious 3. cut 
4. bleeding 5. ambulance 6. awake
Answer key: 
a. describing the condition .........
b. asking for ......
c. asking about the..............
e. giving first – aid.........
f. arranging for an ambulance.
 Yesterday there was an emergency at .. ..........
Lets sts do the exercise in the workbook 
Prepare the lesson
Study the new words
Date of planning; 1/01/2012 
Date of teaching: 5/01/2012 
 Period: 56	 Unit 9: A first - aid course 
	 Lesson 2: Speak 	
I. Objectives: 
- By the end of the lesson, students will be able to make and respond to requests, offers and promises.
- students will be able to listen to dialogue for details about the activities taking place in an emergency room.
- Structures:”will”, would, could to make requests, offers and promises
- Vocabulary: clutch;stretcher
II. Teaching aids.
pictures on p. 88 (language focus), gap fill chart, drawing, posters ...
radio cassettle player , records
III. Teaching procedures: 1.Checking up: . 8B: 8C: 2.New lesson:
Sts’ and teacher’s activities
contents
1. Warm- up:
Network
2. Pre - speaking
1. Sets the scene:
- Asks sts questions to elicit the models
- Sts answer the questions.
- Sts repeat 2 or 3 times before writing them on the board.
- Underlines the key words
2. Model sentences:
* Concept checking:
- Gets sts work out the rules for themselves by asking questions.
- After formulating the model sentences, elicits some more phrases with the same use from sts
- Gets sts to copy.
3. While - speaking
3. Matching:
- Hangs the pictures a, b, c, d, e on page 82 on the board.
- Hangs the chart with the statements on the board
- Sts look at the pictures and the chart and match the situations with the statements: 
4. Picture drill: 
- Identifies the situations in the pictures
- Models picture a) then get sts to repeat (chorus and individual)
- Calls on sts to demonstrate picture b) with the teacher
- Open pairs: 
Gets 2,3 sts to demonstrate the exchanges of the rest
- Close pairs: 
Gets sts in turns to practice all the exchanges (a – f)
- Monitors and corrects, encourage sts to make sentences for themselves 
4. Post - Speaking
- Sts listen to a paragraph about the activities taking place in an emergency room which contains the words on the board
- Puts the words on the table
- Sts copy and guess the order of the words
- Plays the tape and asks sts to listen
- Asks sts to give their answers and correct
4. T/ F statements:
- Sticks the chart with the statements on the board
- Sts read the statements carefully and check if they understand the meaning of the statements.
- Sts work in pairs to decide which of the statements is true and which is false
- Plays the tape and sts listen 2 or 3 times
- Asks sts to give answers and corrects.
4. Post - listening: 
5. Write it up:
- Sts write the story about the activities in the picture, using the present continuous 
‘This is the emergency room in a large hospital.............’
- Sts rewrite the above story in the past tense.
5. Homework:
- Learn by heart new words and do some exercise in workbook
Have a snake bite 
Situations which require first aid
Possible answers:
have a nose bleed
have a burn
have a cut
have a bee sting....
* New words
- paramedic(n): 
- crutch (n): 
- scale (n): 
- eye chart (n): 
- wheelchair(n): 
- stretcher (n): 
* Speak: 
Questions:
1. I want you to get me a bandage. How can I say?
2. I’d like you to come to my party. How can I say?
3. I tell my mother that I’ll surely finish my work before bedtime. How can I say?
1. Will you (please) get me a bandage?
2. Would you like to come my party?
3. I promise I’ll finish my homework before bedtime.
1. To make a request:
Will
Would you (please) + do (st).....?
Could 
Can
Responses:
Sure / OK / All right 
I’m sorry I can’t / I’m afraid not.
2. To make an offers:
Will/ Won’t you
Shall I + do (st)........?
Can I
Would you like + to + do (st)......?
What can I do / get for you?
Can I get you.......?
Responses:
Yes, please / that would be nice.
No, thank you.
3. To make a promise:
I promise I will / I will not ......
I will.............I promise.
I promise to do (st)..........
Responses:
I hope so / good / I’m glad / Don’t forget.
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
Answer key:
1. a 4. b
2. d 5. c
3. e 
T/F statements 
1. A doctor is wheeling a patient into the emergency room.
2. The patient , s head is bandaged.
3. A nurse is pushing a wheelchair with a patient sitting on it.
4. The eye chart consists of 28 letters ranging in the different size.
5. The baby’s mother is trying to stop the nurse from weighing her baby.
Answer key: 
1. False ( paramedic not a doctor)
2. True
3. False ( empty wheelchair not with a
 patient..)
4. True 
5. False ( stop her baby from crying)
Date of planning; 1/01/2012 
Date of teaching: 7/01/2012 
 Period: 57	 Unit 9: A first - aid course 
	 Lesson 2: Listen 	
I. Objectives: 
- By the end of the lesson, students will be able to make and respond to requests, offers and promises.
- students will be able to listen to dialogue for details about the activities taking place in an emergency room.
- Structures:”will”, would, could to make requests, offers and promises
- Vocabulary: clutch;stretcher
II. Teaching aids.
pictures on p. 88 (language focus), gap fill chart, drawing, posters ...
radio cassettle player , records
III. Teaching procedures: 1.Checking up: . 8B: 8C: 2.New lesson:
Sts’ and teacher’s activities
contents
1. Warm- up:
Network
2. Pre - listenning
1. Sets the scene:
- Asks sts questions to elicit the models
- Sts answer the questions.
- Sts repeat 2 or 3 times before writing them on the board.
- Underlines the key words
2. Model sentences:
* Concept checking:
- Gets sts work out the rules for themselves by asking questions.
- After formulating the model sentences, elicits some more phrases with the same use from sts
- Gets sts to copy.
3. While - listenning
3. Matching:
- Hangs the pictures a, b, c, d, e on page 82 on the board.
- Hangs the chart with the statements on the board
- Sts look at the pictures and the chart and match the situations with the statements: 
4. Picture drill: 
- Identifies the situations in the pictures
- Models picture a) then get sts to repeat (chorus and individual)
- Calls on sts to demonstrate picture b) with the teacher
- Open pairs: 
Gets 2,3 sts to demonstrate the exchanges of the rest
- Close pairs: 
Gets sts in turns to practice all the exchanges (a – f)
- Monitors and corrects, encourage sts to make sentences for themselves 
- Sts listen to a paragraph about the activities taking place in an emergency room which contains the words on the board
- Puts the words on the table
- Sts copy and guess the order of the words
- Plays the tape and asks sts to listen
- Asks sts to give their answers and correct
4. T/ F statements:
- Sticks the chart with the statements on the board
- Sts read the statements carefully and check if they understand the meaning of the statements.
- Sts work in pairs to decide which of the statements is true and which is false
- Plays the tape and sts listen 2 or 3 times
- Asks sts to give answers and corrects.
4. Post - listening: 
5. Write it up:
- Sts write the story about the activities in the picture, using the present conti ... ures
- Asks sts to read the sentences (A to E) and match them with the correct pictures
- Calls on some sts to give their answers
- Gives feedback and corrects
2. Pre-reading: 
1. Pre teach vocabulary: 
- Elicits words from sts
- Sts copy them 
Checking technique: 
Slap the board
2. Open prediction: 
- Set the scene: 
“ Tim, Hoa ‘s American penpal, is visiting a chocolate factory with his class and his teacher, Mrs, Allen. Now guess who will show them around the factory and what they will learn from this visit” 
- Writes the sts’ prediction on the board
3. While –reading: 
3. Matching: 
- Plays the tape and asks sts to listen while reading the dialogue on page 148
- Asks sts to match the half sentences on page 149
- Sts compare their answer with their partners
- Calls on some sts to give their answer for the class
- Gives feedback and corrects
- Gets sts to write the full sentences in their notebooks 
4. Post –reading:
4. Grid: 
- Puts the gird on the board and have sts to copy
- Asks sts to read the dialogue again and fill in the grid
- Calls some pairs to go to the board to write their answers
- Gives feedback and corrects
5. Homework: 
Suggestions:
1. Steam engine ® Thomas Savery built the first steam engine in 1698 and later Watt improved it
2. Light bulb ® Humphry Davy, an English scientist, in 1800
3. Sewing machine ® Isaac Meritt Singer (1850)
4. Aqualung ® Jacques – Yves Cousteau in b1943
5. Telephone ® A. Graham Bell
* Getting started:
Suggestions:
- Where are they from? (picture a, b, c, e)
- What is the man in picture a) doing?
- What is it ? (d)
Answer key: 
A. b) D. a)
B. c) E. d)
C. e)
* Listen and read: 
- foreman: qu¶n ®èc ph©n x­ëng, ®èc c«ng
- cacao bean: h¹t ca cao
- process (n): tiÕn tr×nh
- manufacture (v): s¶n xuÊt
- mold (n) : c¸i khu«n
- crush (v) : nghiÒn n¸t
- grind (v) : xay nhá
Answer key: 
E - a) The beans are cleaned before being cooked
D – b) Mr. Robert thought Tim and Sam were going to touch the button
C – c) After cooking, the cocoa bean smell like chocolate
F – d) Sugar is one of the ingredients in chocolate
B – e) Mrs. Allen warned Sam to leave some chocolate for others
A – f) A sample of chocolate is given after visitors have toured the factory
Chocolate manufacturing process
 Answer key: 
 1. The beans are washed, weighed and cooked
2. The shells are removed
3. The beans are crushed and liquefied 
4. Cocoa butter, sugar, vanilla and milk are added
5. The mixture is ground, rolled and poured into the molds
Rewrite the grid using sequence markers 
( First, next, then, finally...)
Date of teaching:....../......./.........
Period: 99	 Unit 16: inventions 
	 Lesson 2: 	Speak + listen
I. Objectives: 
- By the end of the lesson, students will be able to ask and answer about the time of some inventions using passive forms.
- Structures: passive forms (review)
- Vocabulary: loundspeaker ; microwave; X-ray; microphone; vacuum; facsimile; laser; press
II. Teaching aids.
 	Pictures, cardboard, tables........
III. Teaching procedures: 1.Checking up: . 8B: 8C:
SS' and teacher's activities
Contents
I. Warm- up:
Bingo
2. Presentation: 
1. Pre-teach vocabulary: 
- Sts study the meanings of the inventions using Vietnamese,
2. Grammar Awareness: 
- Asks sts to read the dialogue on page 148 again and pick out all of the passive sentences
- Calls on sts to give their answer
- Has sts to review the passive in the present and past simple tenses
3. Practice: 
3. Word-cue drill: 
- Has sts to read the model dialogue on page 149
- Lets sts know what they are going to do: 
Ask and answer questions about the inventions to fill in the missing information
- Asks sts to look at the tables on page 150 and 156 and model the exchanges, using a good student
- Sts work in pairs, one looks at the table on page 150 and the other page 156
- Asks sts to ask and answer the questions orally then fill in the missing information
- Monitors and helps sts if necessary
- Calls on some pairs to demonstrate the exchanges
- Gives feedback and corrects
- Has sts to copy the complete table.
4. Production:
4. Making reports: 
- Models and has sts to repeat
ex: The printing press was invented by Fiedrich Koenig in 1810
- Asks sts to use te complete table to report what they have found
5. Homework: 
Words: 
Foreman, process, manufacture, remove, crush , liquefy, grind, pour, mold, conveyor belt...
* Speak: 
- facsimile (n) : m¸y fax
- reinforced concrete (n) : bª t«ng cèt thÐp
- loudspeaker (n) : loa phãng thanh
- vacuum (n) : m¸y hót bôi
- hairdryer (n) : m¸y sÊy tãc
Answer key: 
1. This is the cocoa beans are stored (present simple)
2. That button can not be touch (passive with model)
3. The beans are washed, weighed and cooked here
4. After the shells are removed...into molds
1.
S: What was invented by Friedrich Koenig?
T: Printing Press
S: When was it invented?
T: In 1810
S: Where was Koenig from?
T: He was from Germany
2. 
S: What was invented by C.W. Rice in 1924?
T: Loudspeaker
S: Where is C.W. Rice from?
T: The USA
............
Answer key: 
Invention
Date
Inventor
Nationality
Printing Press
1810
Friedric Koenig
German
Bicycle
1816
Karl D. Sanerbronn
German`
Facsimile
1843
Alexander Bain
Sewing machine
1845
Elias Howe
English
reinforced concrete
1849
F.J. Monier
French
Microphone
1878
D.E Hughes
American
X- ray
1895
Wilhelm Konarad
German
loudspeaker
1924
C.W .Rice
American
helicopter
1939
Igor Sikorsky
American
Color television
1950
Peter carl Goldmark
American
optical fiber
1955
Narinder Kapany
German
laser
1958
Gordon Gould
American
Use the information in the table to write 12 completed sentences in the...
Date of teaching:....../......./.........
Period: 101	 Unit 16: inventions 
	 Lesson 3: 	Read
I. Objectives: 
- By the end of the lesson, students will be able to read and understand a poem about household appliances.
 - Structures:
- Vocabulary: microphone; vacuum
II. Teaching aids.
 	Pictures, cardboards........
III. Teaching procedures: 1.Checking up: . 8B: 8C:
SS' and teacher's activities
Contents
1. Warm-up
 * Brainstorm
2. Pre-reading
* Preteach vocabulary
* Set the scene
* Open prediction : What machines are mentioned in the poems ?
3. While- reading
* Sts read the text then check their predictions
* Matching
* gapfilling
- Students read again and then do the exercise 1
4. Post-reading
- Discussion
5. Homework
The inventions you know
The invention of the medicine
The invention of engine
The invention of telephone
The invention of paper
The invention of household (microwave, hairdryer, dishwasher)
The invention of TV
 1. vocabulary
be-doom, ping, chugga-chug, vroom, boom, : nh÷ng tõ t­îng thanh (©m cña c¸c vËt ®­îc ph¸t ra)
A toaster
A microwave
A vacuum cleaner
A hairdryer
A dishwasher
A telephone
Read 1: 
verse 1 - b
verse 2 - c
verse 3 - a
Read 2
vacuum
telephone
dishwasher
microwave
hairdryer
toaster
What are the household appliances mentioned in the poems used for ?
Eg: A microwave is used to cook or heat food
Let students do the exercises in the workbook 
Date of teaching:....../......./.........
Period: 102	 Unit 16: inventions 
	 Lesson 4: 	Write
	Language focus 4 
I. Objectives: 
- By the end of the lesson, students will be able to write intructions of cacao-making process using sequence markers.
- Structures: Sequence markers: first; then; next; after that; finally
- vocabulary: press; flatten; refine; mix
II. Teaching aids.
 	Pictures, cardboards........
III. Teaching procedures: 1.Checking up: . 8B: 8C:
SS' and teacher's activities
Contents
1. Warm-up
*Revision:
2. Pre-writing
* Preteach vocabulary
* Matching
* gapfilling
* Ordering the pictures
3. While- writing
- Students write the process of manufacturing chocolate
4. Post-writing
- Language focus 4
5. Homework
Sequence marker
- First - Then - next
- After that - Finally
1. vocabulary
- log : (N) khóc gç
- chips (n) l¸t máng
- whiten (v) Lµm tr¾ng
- flatten (v) d¸t máng
- refine (v) läc trong, tinh chÕ
- thresh (v) ®Ëp (lóa)
- The mortar (n) cèi gi·
- winnow (v) sµng
- bran (n) c¸m
Answer key:
1. first 2. Then 3. next 
 4. After this 5. Finally
Answer key:
d - a - e- c - b - f 
The fruit harvest is fermented for three to nine days to kills the beans and turn them down
The beans are dried in the sun
The beans are cleared in special machines
The beans are roasted to bring out the chocolate flavor
They are shelled and ground to produce chocolate liquor
The liquor is made into chocolate candy or cocoa powder
First, The rice crop is harvested. Then the rice plats are threshed to separate the grains from the straw. Next, the rice grains are husked in the mill to produce brown rice. After this, the bran is removed in the mortar and it is finally winnowed to produce white rice
Let students do the exercises in the workbook 
Date of teaching:....../......./.........
Period: 103	 Unit 16: inventions 
	 Lesson 5: Language focus 1, 2, 3
I. Objectives: 
- By the end of the lesson, students will be able to use passive forms
- Structures: Passive forms
- vocabulary: document
II. Teaching aids.
 	Pictures, cardboards........
III. Teaching procedures: 1.Checking up: . 8B: 8C:
SS' and teacher's activities
Contents
1. Warm-up
 * Bingo
2. Presentation
Language focus 1,2
* Past simple passive
* Reported speech (yes/no questions)
3. Practice
Language focus 1
Language focus 2
Language focus 3
4. Production
Transformation
5. Homework
BINGO
temperate, breathtaking, royal, religious, canyon, pyramids, edge, god, jungle, compile
Passive
Was/ were + V.pp
Ex: A shirt was bought yesterday
Reported speech
Model sentences
I said to Lan " Is the Great Wall in England ?"
à I asked Lan if/whether the Great Wall in England
Form: S + asked + (O) if/whether S + V
Notice the changes
say à asked
question à statement
Simple present à simple past
Language focus 1:
was completed
was constructed
was designed
was presented
was reached
Language focus 2:
Nhi asked Nga if it was far from Ha Noi
Nhi asked Nga whether My Son was in Quang Nam province
Nhi asked Nga if many people lived at My Son
Nhi aske Nga whether many tourists visited My Son every year
Nhi asked Nga if she wanted to visit My Son once day
Language focus 3 
 a. 
He said to me “Do you learn English ?”
à He asked me
She did the test perfectly
à The test
Prepare for the test