Giáo án môn Tiếng Anh Lớp 8 - Học kì II

Week: 20th (1) Date of Teaching : 12/1/2010
 Period: 55th Date of Preparation: 10/1/2010
UNIT 9 :	A FIRST- AID COURSE
Lesson 1:	Section : 	- Getting started	(page 80) 
	- Listen and Read 1, 2	(page 80, 81)
I.Aim: Reading for details about the situations which require first – aid.
 By the end of the lesson, Ss can know what they would in the situations which require first – aid.
II.Language Contents
Grammar
1. in order to, so as to
2. Making requests, offers and requests using modal, "will".
3. Future simple with "will/ shall".
 	Vocabulary
Verb
Noun
Adjective
(to) bleed 
(to) elevate
(to) minimize
(to) lie flat
(to) lower
(to) overheat
(to) ease 
bite
burn 
crutch
emergency
eye chart
fainting
injection
promise
shock
sting
stretcher
treatment
victim
wound 
ambulance
parademic
wheelchair
tissue damage 
concious
sterile 
III.Teaching aids: Pictures on page 80, cassette, gap fill chart, drawing. 
IV.Procedure
Teacher’s and Students’activities
Content
Warm Up.
T: - Ask Ss to open their, books and look at the things on page 80 (for 20"). Tell them these things are often used for first- aid.
- 	Divide the class into two groups.
- 	Ask Ss to close their books and go to the board to write the names of the things they've just seen from memory, (either in English or Vietnamese)
- 	Tell them the group having the most right English words is the winner.
- Have Ss open the books again and go through the words in English. 
- 	Ask Ss to discuss and write down what they would do in these situations which require first-aid.
Ss: give their answers 
II.New Lesson.
Activity 1.
T: show the pictures and introduce the situations.
Get S to guess.
S: work in groups discuss about the situations in the picture.
T: present the words.
- Have Ss copy the vocabulary in their notebooks. 
Checking technique: Slap the board
- 	Put the new words (in Vietnamese or drawing) all over the board - not in a list.
- 	Call on 2 Ss or 2 teams (4 or 5 Ss for each) in both sides to the front of the class standing at equal distance from the blackboard.
- Call out one of the new words (in English) in a loud voice.
- Two Ss must run forward and slap the word, the student who slaps the correct word first is the winner and gets a mark.
Activity 2
T : Hang the chart with the paragraph on the board.
-	Ask Ss to predict the words in the gaps.
- 	Call on some Ss to go to the board and write their words.
- Have Ss open their books, listen to the tape while reading the dialogue.
- Check if Ss' predictions are right or not.
- Ask Ss to read the dialogue again and select the topics covered in he dialogue (page 81).
- Tell Ss (in groups) to write their answers on a sheet of paper and hand in after finishing.
- Collect Ss’ papers and correct.
- Ask Ss to write a story using the information from the dialogue.
- Tell Ss to begin their story with: "Yesterday there was an emergency at.............."
- Monitor and help Ss with their work.
- Have Ss find some more words (about 4/5) for situations which require first- aid.
- Let Ss do the exercises in the workbook, (page..........)
Chatting:
-Have you ever had an accident that requires first –aid ?
- Have you ever met any situations ?
- What did you do at that time ?
GETTING STARTED
Kim's game
Answer Key: 
1. emergency room 2.sterile dressing 
3. medicated oil 4. water pack
5. water pack 6. alcohol 
Possible answers:
+ A girl has a burn on her arm ® Use cold water / ice to ease the pain
+ A boy has a bad cut on his leg ® Use alcohol medicated oil / sterile dressing. 
+ A girl has a nose bleed ® Use a handkerchief to stop the bleeding / tell her to lie down.
+ A boy has a bee sting ® Use medicated oil...
Listen and Read
I Vocabulary
1. (an) ambulance (draw an ambulance)
2.	(an) emergency (T: When do we need an 	ambulance?) 
® S: When there is an emergency
3. 	unconcious (adj) ¹ concious (What's “bat tinh” in English?)
4. (to) bleed ® the bleeding 
	(When you have a cut, the cut will ...(bleed)...?)
5.sting (V ) đốt chích
6.Cover the would.
7.Hold it tight 
II. Gap fill Prediction
"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 (he. ...(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."
Anwer Key:
1. fell	2. concious	3. cut
4. bleeding 	5. ambulance 	6. awake
III. Comprehentian question
Answer Key: a , b , c , e , f
IV.Role Play 
- Have Ss in turns play the roles to demonstrate the 	dialogue.
V. Write- it –up
Situation:
-.A student has a broken leg because of the accident.
Homework
************************************************************************Week: 20th (2) Date of Teaching: 14/1/2010
 Period: 56th Date of Preparation: 13/1/2010
UNIT 9 : A FIRST- AID COURSE
Lesson 2: 	Section: - Speak -Listen	(page 81, 82) 
I.Aim: Practice in making and responding to offers, promises and requests. 
 By the end of the lesson, Ss can make and requests, offers, and promises 
Listening to a paragraph for details about the activities in an emergency room.
 Help Ss know how to listen for details.
II.Language Content
Grammar
1. in order to, so as to
2. Making requests, offers and requests using modal, "will".
3. Future simple with "will/ shall".
 	Vocabulary
Verb
Noun
Adjective
(to) bleed 
(to) elevate
(to) minimize
(to) lie flat
(to) lower
(to) overheat
(to) ease 
bite
burn 
crutch
emergency
eye chart
fainting
injection
promise
shock
sting
stretcher
treatment
victim
wound 
ambulance
parademic
wheelchair
tissue damage 
concious
sterile 
III.Teaching aids: Pictures on page 80, cassette, gap fill chart, drawing. 
IV. Procedure.
Teacher’s and Students’activities
Content
I.Warm up.
- Draw the network with an example on the board and use it as a game. 
- Deliver posters to Ss and ask them to write as many words as possible on their posters. 
- Ask Ss to stick their posters on the board after they finish.
- Tell them the group to have most right words is the winner. 
S : Do as teacher asks
II.New Lesson
Activity 1
Pre-Speaking
T: Set the scene 
- Ask Ss questions to elicit the models.
- Have Ss repeat 2 or 3 times before writing them on the broad.
- Underline the key words.
T: - 	Get Ss to work out the rules for themselves by asking questions.
- After formulating the model sentences, elicit some more phrases with the Same use from Ss.
- Get Ss to copy. 
- Hang the chart with the statements on the
board.	
T: Elicit the model sentences , use the poster of the use : Requests, Offers,Promises and their responses.
S: copy down.
T: Let S repeat the model sentences.
S: listen and repeat.
- 	Ask Ss to look at the pictures on page 82 and match the situations with the statements
S: answer in orally.
T: give correct answer.
S :copy down
While –Speaking
T ask S Identify the situations in the pictures. 
- Model Picture a) then get Ss to repeat (chorus® individual) - Call on one student to demonstrate Picture 
b) with the teacher. 
Post -Speaking
- Monitor and correct, encourage Ss to make sentences for themselves.
- Collect the Ss' ideas and write them on the board, (generally in a list.)
•
Pre-listening
T: Ask S to look at picture on page 82 and write out all the verbs describing the actions of the people in it.
S: Work in group.
The group having the most right verbs is the winner.
While - Listening
T:Ask S to look at the picture again and name the things.
S: Do as directed.
T: teach vo.
S: listen and cppy down.
S: Have Ss copy.	
Checking technique: What and Where 
- 	Have Ss repeat the words in chorus then rub out word by word but leave the circles.
- 	Go on until the circles are empty.
-	Get Ss (5 at a time) to come to the blackboard to fill in the circles with the right words again.
T: - 	Ask Ss to look at the picture in their books again and match the letter A, B, C, D, E, F to the correct words in the box. Answer Key:
S: answer.
- 	Rub out the letters (A, B...) but leave the words. 
- Tell Ss they are going to listen place in an 	emergency room which contains the words on the 	board.
- 	Have Ss copy and guess the order of the words.
T: 	Play the tape and ask Ss to listen.
- 	Ask Ss to give their answers and correct. 
Post - Listening
- 	Stick the chart with the statements on the board:	
- 	Ask Ss to read the statements carefully and check if they understand the meaning of the statements.
- 	Ask as to work in pairs to decide which of the 	statements is true and which is false.
- 	Play the tape and have Ss listen (2 or 3 times).
- Ask Ss to give their answers and correct.
Homework.
T : Ask Ss to write the story about the activities in the picture, using the Present continuous.
Ss : rewrite the above story in the Past Tense.
Revision: 
Network 
Situations which reaquire first-aid
Have a snake bite
Possible answers:
have a nose bleed
have a burn
have a cut 
have a bee sting. 
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?
II. Model Sentences
1. Will you (please) get me a bandage?
2. Would vou like to come to my party ?
3. I promise I’ll finish my homework before bedtime.
Concept cheeking:
1. To make a request:
Could you (please) + bare infinitive...? 
Responses :
+ Sure / OK / All right.
— I’m sorry I can’tJ I’m afraid not
2. To make an offer: 
Will / Won’t you
Shall I 	bare infinitive......?
Can I 
Would you like + to infinitive......?
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’ll /I won’t.....
I will.................. I promise.
I promise to.....................................
Responses: I hope so. / Good. / I’m glad. /
Don’t forget
III. Matching
2. The girl has a bum on her hand.
2. The girl has a bad fever.
3. The boy has just broken the vase.
4. The boy hat a headache.
5. The boy has a snake bite.
Answer key
l.a 2.d 3.e 4. b 5. c 
IV. Picture Drill:
- Identify the situations in the pictures. 
Picture 	a) ® 	request
	b) offer	offer / request 
	c) ® 	offer/ request
	d) ® 	offer 
	e) ® 	promise
Open pairs:
- Get 3 or 4 pairs to demonstrate the exchang ...  / temples / Pyramids )
6.In order to keep fit ,we should do exercises ( regularly / regular / regulation )
7.They had the porter..their luggage. ( carrying / carry / to carry )
8.I saw him the flowers in the garden. ( watering / watered / be watering ) 
II.Do as directed ( 2ms )
1.Ba invited Liz to the rice-cooking festival. (Turn into passive voice )
Liz was invited to the rice-cooking festival by Ba.
	2.She said “ I will answer the phone .” ( Turn into reported speech )
	She said she would answer the phone.
3.John said,”Is Phong Nha Cave in southern Vietnam,Nhi ? ” ( Turn into reported speech )
John asked Nhi if Phong Nha cave was in southern Vietnam.
4.It is a contest in which participants have to make a fire. (Rewrite using a compound word)
- It is a fire- making contest.
5.Marie Curie ( award ) was awarded the Nobel Prize for Physics in 1903.(Supply the correct form of the verbs)
C.Writing (3ms) Complete the Letter.
Dear Hoa,
I am writing this letter to tell you that I have just returned from a trip to Ha Long Bay.
The sight was extremely magnificent.
I went there by car.I spent more than a week there.
The weather was perfect.It was sunny ,cool, and windy.
I enjoyed walking along the seaside at night very much. It was really interesting when I knew legenda of Ha Long Bay .
How are you getting with your study at home ? Where are you going for your holiday ?
 Write to me soon,
Your friend,
The End
Week:33rd Date of Teaching:Friday,April,24nd,2009
Period:96th Date of Preparation:Sun,April12th ,2009
UNIT 16 : INVENTIONS
Lesson 1 : 	Section 	- Getting started 	(page 147)
	- Listen and Read 1,2	(page 147 -149)
I.Aim : Reading for details about the development of paper and how to produce chocolate.
 Ss can know the origin of papar and talk about the process of produce chocolate.
Ss can know the origin of paper and talk about the process of producing something.
II. Language Focus
Passive forms 
Sequence markers 
 3.Vocabulary
	Verbs 	Nouns
	(to) crush	conveyor – belt 	vat
	(to) grind	facsimile	roller
	(to) liquify	hairdryer
	(to) manufacture	helicopter
	(to) remove	loudspeaker
	(to) drain	microwave
	mold 
	process
III.Teaching aids : Cassette, pictures (147, 148), grid charts.
IV.Procedure.
Teacher ‘s and Students’activities
Content
I.Warm up
Divide the class into 2 teams
- Tell Ss the team raising their hands first (after the teacher finishes the question) will have the right to answer the question.
- Inform the questions:
“Who was the inventor of ?”
or “Who invented ?”
New Lesson
Activity 1
Get Ss to look at the pictures on page 147 and ask them some questions to valuate how much they understand the pictures.
 Ask Ss to read the sentences (A®E) and match them with the correct pictures.
Call on some ss to give their answers.
Give feedback and correct.
Activity 2
 Elicit words from ss
 Have Ss copy
- Put the English words all over the board.
- Call on 2 Ss or 2 teams of 4/5 ss in both sides of the class to the fornt of the class.
- Call out the Vietnamese words and Ss run forward to slap the English words on the board.
-Student who slaps the right word first is the winner and gets a point for his/her team.
- Set the scene:
Tim Jones, 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.
-Write the Ss’ predictions on the board.
Play the tape and ask ss to listen while reading the dialogue on page 148.
Ask Ss to match the half sentences on page 149.
Have ss compare their answer with their pictures.
Call on Ss to give their answers for the class.
Give feedback and correct.
Get Ss to write the full sentences in their exercise notebooks.
Put the grid on the board and have Ss copy.
Ask Ss to read the dialogue again and fill in the grid.
Call on some pairs to go to the board to write their answers.
Give feedback and correct.
Rewrite the grid using sequence markers (First, next, then, finally).
Homework
*QUIZ – WHO DID IT?
Suggestions :
 “Who was the inventor of ?”
or “Who invented ?”
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 1943.
5. Tlephone ® A. Graham Bell
* GETTING STARTED
 Suggenstions:
- Where are they from? (picture a, b, c, e)
- What is the man in picture a) doing? 
- What is ir? (d)
Answer Key:
A. b)
B. c)
C. e)
D. a)
E. d)
* LISTEN AND READ 1,2
I. Vocabulary
use a flowchart and Vietnamese to elicit words 1® 2® 3® 4
1. (to) remove
2. (to) crush
3. (to) liquify
4. (to) grind
® to grind – ground – ground
5. (to) manufacture = (to) produce
6. (a) process ® manufacturing process
(Use the flowchart to explain the word)
7. (a) mold (realia/picture)
8. conveyor belt (picture)
Checking Technique: Slap the board
II. Open Prediction
III. Matching
Answer Key : 
E a). The beans are cleaned before being cooked.
D b). Mr. Roberts thought Tim and Sam were going to touch the button.
C c). After cooking, the cocoa bean smell like chocolate.
F d). Sugar in 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.
IV. Grid
CHOCOLATE MANUFACTURING PROCESS
Answer Key:
1. The beans are washed, weighed and cookeo.
2. Then 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 pound into the molds.
Week:34th Date of Teaching:Monday,April,27th,2009
Period:97th Date of Preparation:Sun,April26th ,2009
UNIT 16 : INVENTIONS
Lesson 2 : 	Section 	- Speak-Listen	 	(page 149, 150)
I.Aim : Further practice in using the passive.
Ss can talk about the inventions using the passive
II. Language Focus
Passive forms 
Sequence markers 
 3.Vocabulary
	Verbs 	Nouns
	(to) crush	conveyor – belt 	vat
	(to) grind	facsimile	roller
	(to) liquify	hairdryer
	(to) manufacture	helicopter
	(to) remove	loudspeaker
	(to) drain	microwave
III.Teaching aids : tables
IV.Procedure.
Teacher ‘s and Students’activities
Content
1.Warm up
Get Ss to brainstorm a list of 10 words and write them on the board.
Ask Ss to choose any 4 words and copy them into their paper.
Call out the words until someone has ticked all of his/her words and shouts “bingo”.
New lesson
Activity 1 Speaking
Ask Ss to read the dialogue on page 148 again and pick out all of the passive sentences.
Call on Ss to give their answer.
Have Ss review the passive in the present and past simple tenses.
Have Ss read the model dialogue on page 149.
Let Ss know what they are going to do: Ask and answer questions about the inventions to fill in the missing information.
Ask ps to look at the tables on page 150 and 156 and model the exchanges, using a good student.
Have Ss work in pairs, one looks at the table on page 150 and the other page 156.
Ask Ss to ask and answer the questions orally then fill in the missing information.
Monitor and help Ss if necessary.
Call on some pairs to demonstrate the exchanges.
Give feedback and correct.
Have Ss copy the complete table.
Model and have Ss repeat
Eg : The printing Press was invented by Friedrich Koenig in 1810.
Ask Ss to use the complete table to report what they have found.
Use the information in the table to write 12 complete sentences in the
- Elicit words from Ss.
- Have Ss copy
Elicit words from ss and write them inside circles.
Get Ss to repeat and rub out the word, not the circle.
Continue until the circle is empty.
Get Ss to repeat the rubbed out words by pointing at the empty circles.
When Ss seem to remember all the words, ask Ss (5/6 at a time) to come to the blackboard to fill in the circles with the right words.
Inform the topic: paper-making process.
Have Ss read the sentences.
Play the tape 2 or 3 times and ask Ss to fill in the paps with the words they catch.
Ask Ss to compare their answers with their partners.
Call on Ss to give their answers.
Give feedback & correct.
Ask Ss to read the sentences (a ® g) carefully and guess the order.
Write the Ss’ predictions on the board.
Play the tape again & ask Ss to listen.
Call on Ss to give their correction.
Give feedback & correct.
Homework
“Bingo (revision)
 (foreman, process, manufacture, remove, crush, liquefy, grind, pour, mold, conveyor belt).
* SPEAK 1,2
I. Vocabulary
Facsimile
Reinforced concrete.
Microphone
X-ray
Loudspeaker
Helicopter
II. Grammar Awareness
Answer Key:
This is where the cocoa beans are stored (present simple).
That button can not be touched (passive with model).
The beans are washed, weighed and cooked here.
After the shells are removed into molds.
III. Word – Cue Drill
1. T : What was invented by Friedrich Koenig?
S : Printing Press
T : When was it invented?
S : Where was Koenig from?
T : He was from Germany.
8. 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
Friedrich Koenig 
German 
Bicycle 
1816
Karl D.
Sanerbronn
German 
Facsimile 
1843
Alexander 
Bain 
English 
Sewing machine 
1845
Elias Howe 
American 
Reinforced concrete 
1849
F.J.Monier 
French 
Micropone 
1878
D.E.Hughes 
American 
X-ray 
1895
Wilhelm Konarad 
German
Loudspeaker
1924
C.W.Rice
American 
Helicpter
1939
Igor 
Sikorsky
American 
Color 
Television
1950
Peter Carl
Goldmark
American 
Optical fiber 
1955
Narinder
Kapany
german
Laser
1958
Gordon
Gould
American 
IV. Making reports
* LISTEN 1,2 
I. Vocabulary
1. Procedure (n)	(translation)
2. Pulp (nu)	(question)
(What is used to make paper?)
3. Vat (n)	(picture / drawing)
4. (to) drain (explanation)
(to make sth empty or dry by removing all the liquid from it).
5. Roller (n)	(picture)
6. Roll (m)	(realia)
Checking tachnique : What & Where
Val 
Pulp 
Procedure 
Roll 
Roller 
Drain
II. Gap fill (Listen 1)
Answer Key:
1. simple 	3. two hundred	5. rollers
2. same	4. left
III. Ordering Prediction (Listen 2)
Answer key :
c. Paper pulp was placed in the vat.
d. Paper pulp was mixed with water.
a. The water was drained
e. The pulp fibers were poured out.
g. The pulp was conveyed under the rollers.